Instructional Television Fixed Service: Assessment of the Technical and Educational State of the Art. INSTITUTIOI Catholic Univ

DOCUMENT RESUME

ED 052 629 EM 009 101

AUTHOR Birmingham, Francis Richard, Jr. TITLE Instructional Television Fixed Service: Assessment of the Technical and Educational State of the Art. INSTITUTIOI Catholic Univ. of America, Washington, D.C. School of Education. PUB DATE 70 NOTE 422p.; Thesis submitted to the school of Education of the Catholic University of America

EDRS PRICE EDRS Price MF-$0.65 HC-$16.49 DESCRIPTORS Closed Circuit Television, Colleges, Demonstration Projects, Directories, *Doctoral Theses, Educational History, Federal Government, *Fixed Service Television, *Instructional Television, *Literature Reviews, Parochial Schools, Public School Systems, *Television Surveys, Universities IDENTIFIERS FCC, *Federal Communication Commission ABSTRACT Instructional Television Fixed Service (ITFS) is comprised of 31 television channels in the 2500-2690 MHz frequency range reserved by the Federal Communication Commission (FCC) for use by educational institutions and organizations. This study delineates the history of instructional television with special reference to ITFS and provides a consideration of the relationships among various alternate methods of television distribution. Conclusions regarding the state of the art of ITFS are based on the author's survey of the present ITFS licensees and applicants, interviews with persons involved in various aspects of ITFS utilization, and personal visits to individual ITFS systems. Survey results are geographically depicted to indicate comparisons among systems in terms of size, staff, equipment, budget, and utilization. The study provides statistical profiles of the 65 ITFS systems on the air in April 1970 and a directory of persons responsible for individual systems. Appendixes include tables of frequency assignments, information on private users of the ITFS band, and FCC application procedures. The author concludes that the problems of ITFS stem more from the administrative and educational structure than from any deficiency in the bases engineering capabilities of ITFS. A series of suggestions to remedy these problems is listed. (Author/JY) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION PliS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY.

THE CATHOLIC UNIVERSITY OF AMERICA

INSTRUCTIONAL TELEVISION FIXED SERVICE: ASSESSMENT OF THE TECHNICAL AND EDUCATIONAL STATE OF THE ART

A DISSERTATION Submitted to the Faculty of the School of Education Of The Catholic University of America In PartialFulfillment of the Requirements For the Degree Doctor of Philosophy

Francis Richard BirminghaM,

0 Washington, D.C. O 1970

Ui 1 "PERMISSION TO REPRODUCE THIS COPY- RIGHTED MATERIAL HAS BEEN GRANTED BY --FreVI C.l s ?;C (.; rISA-C@,..-% 5r TO ERIC AND ORBANIZATIOtig OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER"

Francis Richard Birmingham, Jr.

1970 ACKNOWLEDGEMENTS

The major credit for this study must ben given to ,the individuals directly involved with and interested in the development of ITFS systems who have generously given of their tim3 and information in order provide documentation for the present study. The cooperation shown by these educators is evident in the extensive and candid personal interviews which form a major portion of this documentation. This spirit was reflected on a much broader scale by the care with which directors of ITFS systems and their representatives completed the survey questionnaire -- a wearisome and thankless task at best. This evident cooperation is indicative of a commitment on the part of these individuals to education, to instructional television and to the, development of ITFS. An expression of appreciation is due also to the director of this dissertation, Doctor Frederick Breitenfeld, Jr., Executive Director of the Maryland Center for Public Broadcasting, who has given of his limited time and his ex-

tensive knowledge in defining the parameters, focus andim-

plementation of this dissertation. Sister Mary Sarah Fasen-

iv 3 V

myer and Doctor Gabriel Ofiesh, readers of the disserta-

tion, have also provided both sound advice and valid re-

commendations for change which have greatly strengthened

this final product. A special acknowledgement is also extended to

the several staff members of the Federal Communications

,Commission who have spent many hours confirming the accur -.

acy of these Statistics, clarifying specificquestions and generally supporting the progress of this study.

4 PREFACE

Instructional TeleviLon Fixed Service (ITFS) refers to a group of 31 television channels in the 2500-2690 MHz range that have been reserved for instructional use by the

Federal Communications Commission (FCC). The FCC defines this service as "a fixed station operated by an educational organizatiOn and used primarily for the transmission of visual and aural instructional, cultural, and other types of educational material to one or more fixed receiving locations."1 William J. Kessler underscores this definition to emphasize the unique purpose of ITFS: "ITFS is...a multi- channel, multiple address, point-to-point system providing transmission, not broadcasting, to any reasonable number of specific fixed locations...that may be cooperating in a bona fide educational effort."2ITFS is not one kind of instructional television; it is a means of transmitting televised instruction.

1Federal Communications Commission, Rulesand Regula- tions, Vol. III, Parts 73 and 74, Subpart I, Section P.90]. This definition of ITFS as a station rather than a service is repeated in other official reports of the Commission. Use of the term station conforms to the standardized definitions adopted by the International Telecommunications Convention of 1947 which defined specific communication services.` The Frequency Allocations and Treaty Division of the FCC has subsequently adhered to the practice of emplov]ng the term station for all services not defined by the Convention. 2WilliamJ. Kessler, Instructional Television Fixed Service: An assessment of technical requirements (Washing- ton, D.C.: National Education Association, 167 , p. 1.

vi vii Characteristics of ITFS

As just one element in the total spectrum of educational communications ITFS complements, broadcast television and closed circuit television (CCTV). It is necessary, therefore, to situation a study of ITFS in the context of the technical characteristics, historical development and current state of the art of educational telecommunication. The unique role of ITFS in this context may be summarized briefly-as follows;

1. ITFS provides multi-channel capability. The FCC allocations plan provides for a group of four channels or more to be assigned to each qualified applicant.

2. Spectrum space allocated to ITF3 licensees may be used not only for video but for both voice and data transmission.

3. The FCC has since May 1969 authorized the use of the 2686-2690 MHz band for response channels within an ITFS system. In a more recent ruling of March 1970 the Commission has authorized data transmission on these response channels. 4. BecauseITFS is not subject to rigid FCC regulation in the same way as broadcast television is, educators are free to experiment via ITFS with the medium of television. 5. At the same time, the system operates on VHF-UHF broadcasting standards to the extent that regular VHF receivers may be used for reception.

6. Although the primary purpose of ITFS is direct instruc-

6 viii

Lion, licensees may also use their facilities fortransmis- sion of administrative material, informal instruction and special training material. 7. ITFS is relatively economical because it is not subject to the same high technical requirements of broadcast television, because of the design of both the transmission and the receiving equipment, and because costs may be spread over a wide user base. 8. Since both transmission and reception equipment are in the hands of the user ITFS is essentially a private system. 9. Since the permissable power output of the transmitters has been nominally fixed, though not specifically limited at 10 watts for all applicants, the same channel groups may be reassigned to adjacent geographical areas witho.ut serious interference effects. 10. Specific allocation of channels is based not on a rigid allocations plan but on reasonable channel interference criteria, taking advantage of interveningterrain, directional antennas and other interference reducing techniques. 11. Allocation of ITFS channels for school systems. andcolleges rell eves the demands of educators for in-school access to limited broadcast frequencies.

' 12. Because the receiving down-converte converts the four channel group from microwave to VHF signal, the system may be expanded by adding only 2500 MHz transmitters. ix

The greatest constraint of ITFS is the inherent problem of channel limitation. The essence of the system relies on spectrum conservation; effective spectrum utilization, in turn, demands both critical engineering design and coordinated development of ITFS on a regional and local level.

Purpose of study

It is now nearly six years since the authorization of ITFS by the FCC. The quantitative growth of the system has not to date equalled the high hopes of its early supporters, but growth has been steady and, in the past months, has taken on new direction and perceptible acceleration. At present, 65 ITFS systems are on the air, representing 120 stations or 290 channels.'

'The term system in this study refers to all stations, originating or relay, allocated to a single licensee. A station, in FCC terminology, refers to a group of one to four channels allocated to a single licensee; one organization or institution may hold permits for only one station in a given locale but, by use of relay stations, a system may vastly extend the coverage of a single originating station. In this case, a second station, or group of channels, may be allocated to the same licensee but at a different location. A station is referred to by call letters, e.g. UHZ-61._ A channel is one six-MHz wide band within a station groUping. One station may include up to four channels, but many licensees choose to apply for fewer that' the four channel limit. Channels are referred to by a letter and number which correspond to the placement of that band within the table of 31 channels allocated for ITFS, eg. A-1 corresponds to the 2500- 2506 MHz band. Response channels in the 2686-2690 MHz band are similarly designated A-1 through H.-e."[Cf. Appendix for tables of channel allocations.] The terms "station" and

8 x Of greater significance is the qualitative growth of ITFS. Has ITFS been pe$mitted to alter conventional :lg.- structional methodology? How have educators taken advantage of the experimental possibilities of the medium? To what extent have users exploited the unique features of 2500MHz television? To answer these questions, this study has set the following goals: 1. To outline the legal and technological status ofITFS. 2. To identify the uses to which ITFS is being put as a part of instruction. 3. To survey the quantitative status of ITFS systems. 4. To assess the extent to which ITFS has proved viable as one medium of communication in currentlyoperating ITFS systems. 5. To define trends, problems and strengths of the oe17- ating systems and, as far as possible, of the applications now being processed by the Commission. 6. To analyze 'critically the future direction of ITFS as an instructional medium. 7. To identify and describe innovative applications of the medium of ITFS. 8. To determine the unique capc'bilities of ITFS within

the perspective of educational telecommunication.

"channel" as applied to ITFSdo not correspond to the traditional usage of these terms in broadcast television; much of the ambiguity and misinformation regarding thedevelopment of ITFS may be traced to semantics.

9 xi Relevance of study

Several factors prompt this study and make it timely.

First, the number of ITFS systems now operating is large enough to make a substantial impact in the total context instructional television. Many of these facilities have now been operating for several years, long enough to encounter and solve problems, to make valid predictions, to determine staff, equipment and programming needs.

Secondly, from'a technological standpoint, ITFS has matured in both quality and scope. Several innovative techniques have been incorporated in existing ITFS systems: e.g computer-based allocations plans, extensive use of response channels for voice transmission at Stanford University, touch-tone response experiments in the Brooklyn diocesan schools, the use of ITFS channels for dial access systems, programmed instruction and transmission of administrative data. New organizational patterns have also emerged as solutions to both technological and educational problems: e.g. the public utility concept incorporated in the Cleveland area plan, college and university consortia, and distribution of educational resources to industrial and medical peronnel for pre- I.nd in-service training on location, and cooperative plans among interest groups such as the Catholic diocesan school systems.

10 xii

If ITFS is to fulfill a unique role in concert with

other media for communication, these techniques and organiza-

tional structures must be first evaluated and, if success-

ful, made known to the educational community and to prospect-

ive users of 250C MHz television At the same time, however, the future of these re-

served channels is jeopardized. In some geographic areas, the problem of spectrum saturation is imminent; engineering errors and lack of coordinated planning threaten both present

and prospective users. This constraint demands serious consideration of priorities in channel allocation, of more stringent FCC regulation of ITFS facilities, of possibilities for regional and local coordination, and of alternatives to 2500-2690 MHz distribution.

Of immediate concern are recent actions by the FCC in granting ITFS allocations. On November 25, 1969, the Com- mission granted authority to the Metropolitan Police Depart- ment of St. Louis, Missouri, to construct and operate television facilities on Channel 2650 -2656 MHz within the ITFS band. Though the Police Department proposes to use the facilities for educational material including in-service-training and formal educational courses for police officers, the author-

ization is in direct conflict with the original FCC Report and Order concerning ITFS which restricted eligibility for

licensing to institutions and organiL'itions primarily en-

11 xiii gaged in formal education and specifically excluded from eligibility groups engaged in public safety and welfare activities. Moreover, the Commission has in recent months received applications from two additional industrial corporations, the Dow Financial Corporation and United Airlines, for authority to construct and operate industrial television facilities in the. 2500-2690 MHz band. Unlike the St. Louis Police Department, these applicants propose no educational application of the channels requested.

Necessity for state of the art study

Problems of saturation and priorities, combined with the catalyst of pending industrial applications, have brought to a head a problem that has long existed. When the FCC established ITFS it was on an experimental basis; before the reservation of the band could be regularized a study was to be taken to determine and evaluate the effectiveness of the use by education of the reserved channels. In order to protect the interests of education as well as the interests of existing industrial users of the band, the Commission ruled in its Report and Order on Docket 14744 that, because we have no firm foundation on which to evaluate the ultimate needs of education for the proposed service a reallocation of the 2500-269Q Mc/s band from the operational fixed service to instructional television is not being enacted at this time. Instead, the

12 xiv

Commission is providing a three-year period during Which no new operational fixed systems willbe authorized in the 2500-2690 i'4c /s band....Duringthis three- year period, the Commission willobserve the amount of use of these channels by educators andwill determine what course of action should be taken to encouragethe fullest development of the 2500-2690 Mc/s band.l This review by the Commission has never beenconducted.

The Committee for the Full Developmentof ITFS, an advisory body appointed by the FCC and composedmainly of educational broadcasters, has repeatedly expressed concern overthis delay and has taken steps to authorize and encourageboth a study and the regularization of ITFS,but the Committee has no authority, no resources and nomandate to act. At present, a freeze has been placed onfurther allocation of 2500-2690 MHz frequencies to commercial users, but furthersteps toward the regularization of ITFS await athorough study of the educational and technological developmentof these channels by education.

1 Federal Communications Commission,Docket No. 14744, Report and Order, FCC 63-722, adopted July 25,1963, p. 6.

13 XV

Methodology

Review of the Literature

Research in ITFS

The present study is limited to ITFS as a method of transmission of televised instruction; the aspect of television as an instructional medium is considered only as it relates to the development of ITFS. There is virtually no scholarly research in existing literature which treats of this. subject. The limited writings about ITFS are strictly of a popular style, designed to encourage the development of the system or to describe activities of specific institutions in the development of their systems; none treats with any depth the educational or technical state of ITFS as a system.

Donald F. Mikes, now of the Department of Audiovisual

Instruction, National Education Association, prepared an.

M.A. research paper covering the historical development and technical Capabilities of the 2500 MHz television.'In 1967 Dr. Bernarr Cooper of the New York State Department of Educa- tion, Dr. Robert Hilliard of the Educational Broadcasting Branch of the FCC, and Dr. Harold Wigren of DAVI, edited a booklet entitled ITFS: What it is...How to plan.2 This book-

1Donald F. Mikes, "The development of the Instruc- tional Television Fixed Service (unpublished M.A. paper, Uni- versity of Maryland, April 22, 1969).

2Bernarr Cooper, Robert Hilliard and Harold Wigren, eds., ITFS What it is...How to plan' (Washington, D.C.: National Education Association, 1967). 14 xvi

let, published by the National Education Association, was designed to acquaint prospective users with the rudiments of ITFS as a means of transmission and to outline the steps in development of an ITFS system. William J. Kessler, a professional engineer, has studied the technical requirements of ITFS, including in his study formulae for cost determination and a thorough discussion of technical requirements.-

Several directors of ITFS facilities have written descriptive articles on their own systems; these have proved valuable in studying the day-to-day operation and immediate goals of specific operations. Other educators, most notable Father John M. Culkin, S.J., of Fordham University, have written popular-style articles expounding the virtues of 2500 MHz television.2

In general, ITFS is given cursory treatment, if any, in general studies of educational and instructional television. It is significant to note, for example, that in his comprehensive history of instructional technology, Saettler omits

1Kessler, Technical Requirements. Also, Fundamentals of television systems, Seminar on Learning and Television sponsored by the National Association of Educational Broad- casters, National Project for the Improvement of Televised Instruction, June 27-July 15, 1966 (Washington, D.C.: National Association of Educational Broadcasters, 1966).

2John M. Culkin, S.J., "ETV stations for the asking," Catholic Property Administration, XXVII (December 1963), 28; "A new kind of television," Catholic Education,XXXVI (Janu- ary 1966), 136. Cf. Bibliography for complete list of references. xvii any mention of 2500 MHz television, althoughhe devotes an entire chapter to the development of instructionaltelevision.'

Research in Educational Television In order to place ITFS in perspective it is necessary, therefore, to look to related sources of information.

There are several authoritative histories of the development of educational television (ETV) and instructional television

(ITV). Richard Hull traces the history of ETV to 1962 in Educational television: The next tenyears.2 Beverly J. Taylor, when an FCC staff member, offered an even more comprehensive historical review covering the period to1967.3 Dr. Frederick Breitenfeld, Jr., Executive Director of the

Maryland Center for Public Broadcasting, prepared a state of the art of instructional television study in 1968, including in his study a review of ITFS. Studies of closed-circuit

1Paul Saettler, A history of instructional technology (New York: McGraw-Hill, 1968). 2U.S. Department of Health, Education, and Welfare, Educational Television: The next ten years (Washington, D.C.: Government Printing Office, 1965). Originally published by the Institute for Communication Research, Stanford Univers- ity, Stanford, California, 1962. -- 3Allan E. Koenig and Ruane B. Hill, The farther vision: Educational television today (Madison; University of Wisconsin Press, 1967). Frederick Breitenfeld, Jr., Instructional television: The state of the art, reportTrepared fox' the National Com- mission on Instructional Technology and the Academy for Educa- tional Development, 1968. xviii television, including two comprehensive studiesconducted under the auspices of the National EducationAssociation' and an historical review by Gary Gumpert2are also germane to the present study. These historical studies are important for two reasons: 1) By demonstrating the development of ETV and ITV they idicate the reasons for ITFS and therole it was designed to play as an answer to problems encounteredby CCTV and broadcast ITV, and 2) They offer a bsis onwhich to judge the relative impact of ITFS within the totaltelecom- munications context. Also relevant is a study of the instructional aspects of ITFS, i.e. the various aspects of television as amedium of instruction, without regard to the method of transmission.

The literature in this area abounds. Several authors have compiled and reviewed research in instructional television;

1Lee E. Campion and Clarice Y. Kelley, eds. A directory of closed-circuit television installationsin American education with a pattern of growth, report prepared for the Technological Development Project of theNational. Education Association, Studies in the Growth of Instructional Technology II, Occasional Paper No. 10(Washington, D.C.: Department of Audiovisual Instruction, NationalEdudation As- sociation, 1963); Department of Audiovisual Instruction, National Education Association, A survey ofinstructional closed-circuit television, 1967 Washington, D.C.;Department of Audiovisual INstruction, National EducationAssociation, 1967). 2In Koenig and Hill: xix notable among these areKumata,1 Schramm and Chu,2 Holmes,3

MacLennan and Reid.4 Saettler notes that "instructional television has probably been subjected to more research than any other instructionalinnovation."5

A vast majority of the studies are instigated to determine the relative effectiveness of teaching by television as compared with conventional classroom techniques.

Maloney observes that Literally hundreds of studies demonstrate that students can learn French, military courtesy,shorthand and typing', psychology, and so on, about as well by television as they can in the classroom; and that they can, moreover, learn these subjects in various times of day and at various educational levels just as they might in the classroom. The phrase, "no significant difference," as used in these studies after a time becomes a cliche with positive overtones of humo.6

1Hideya Kumata, An inventory 'of instructional television research (Ann Arbor: University of Michigan, Educa- tional Television and Radio Center, 1956).

2Wilbur Schramm and Godwin C. Chu,Learning from television: What the research says (Washington, D.C. National Association of Educational Broadcasters, 1968). 3Presley D. Holmes, Jr., Television research in the teaching-learning process (Detroit: Wayne State University, Division of Broadcasting, 1959). Donald W. MacLennan and J. Christopher Reid, A survey of the literature of learning and attitude research in instructional television. (-Columbia: University of Mis- souri, Department, Department of Speech, 1962).

5Saettler, p. 227.

6Koenig and Hill, p. 13. xx

Maloney's lack of enthusiasm for research in ETV is echoed by John M. Kittross: Educational television research for the most part has ignored the problems of ETV, has been redundant and poorly planned, and has suffered from the fact that potentially useful findings often are ignored by the administrators and specialists who must implement them.1 As early as 1961 Kumata, in evaluating the research in educational television, lamented the same problem: If we were to characterize the research done, I think four points would stand out. First, no particular theoretical framework has been apparent in most of the studies. Almost all of the studies have been of an applied nature....Further, there has been very little dependence on prior research. Second, the over- whelming majority of these studies have been what we call "comparability" studies, and almost all of these have been comparisons of television versus face -t0- face instruction. Very few studies have been done as comparisons of radio, film, and television. Third, almost all of the main dependent variables in these investigations have been some measure of students' information gain.,..Most examinations have been in the nature of requests for students to reproduce information previously supplied by the instructor. Fourth, most research in instructional television has been done in the classroom situation with regularly enrolled students....Research has concentrated uponhe captive audience aspects of educational television. Six years later, in spite of extensive research conducted with federal government funding, Saettler is squally skeptical: One of the fundamental problems of instructional media research, and of instructional television research in particular, is the lack of a theoretical framework for testing hypotheses. It seem clear that much work neeus

1Ibid., p. 234. 2Report presented at the International Seminar on Instructional Television, October 8-18, 1961, Purdue Univers- ity, Lafayette, Indiana. Quoted in Saettler, po 340. 19 xxi

to be done by researchers in developing a theoretical structure for their experiments before educators can begin to develop a scientific technology of instruction.1

FCC documentation To trace the historical development of ITFS, then, the researcher's first task was to identify and locate all existing ITFS material within the files of the FCC. This material includes complete information relating to Rule

Makings concerning the 2500 -2690 MHz band reserved for ITFS: Notice ofProposed Rule Making, Report and Order, and testimony submitted to the Commission. This collection of data was made more difficult by the fact that the Educational Broadcasting Branch handles applications for educational use of the band while the Safety and Special Services Branch handles matters relating to commercial and industrial use of the band. All records and correspondence pertaining to applications from educational institutions and organizations for ITFS permits was also studied. The review of FCC records provides official documentation of-the development of ITFS, proposals and comments prepared by applicants, testimony from interested parties in-

eluding manufacturers, engineering consultants, broadcasters, educators and administrators. The official reports are de- void, however, of current information regarding the utiliza-

tion of ITFS by education. Since this study is of the state

1Ibid.,p. 343 xxii of the art of ITFS, notmerely a history of itsdevelopment, the official records andpublished literature arecomplemented applicants by both personalinterviews and by a survey of ITFS

and permittees.

Interviews

A major primary source ofinformation for this study

is a series of interviewswhich were conducted throughout

the country, with representativegroups of personsinvolved from in ITFS development. During the period extending August 1969 to April 1970 a totalof 37 persons were con-

tacted and interviewed in person. In order to achieve a

balance of opinion and breadthof information, these individuals represent a variety of areasrelated to the study:

1. Staff members of the FCC.

2. Directors of ITFSinstallations. 3. Applicants for ITFS permits. 4. Members of the Committee for theFull Development of

ITFS. 5. Consulting engineers. 6. Manufacturers of ITFS equipment. ITFS. 7. Individuals involvedin the early development of

8. Administrators ofinstitutions and systems using ITFS. with 9. Executives ofnational organizations involved the development of ITFS.

21 xxiii

Various methods were used to identify and locate these resource people. A search of the literature provided the names of individuals who have written about ITFS in general or about their own facilities;FCC files provided the names of directors of individual facilities; each person interviewed was asked in turn for suggestions of other resource persons. This last technique proved to be the most valuable source of information because individuals immediately involved in ITFS were able to make value judgments in offering their suggestions.

The structure of these interviews following a similar basic pattern. With the exception of Dr. Robert Hilliard,

Chief of the Educational Broadcasting Branch of the FCC, each person, when requested, agreed to be interviewed on tape. All of the taped interviews were later transcribed verbatim. These tapes, which represent a rich depository of information and commentary relating not only to the educational and technical aspects of ITFS but to broader concerns of instructional technology within the framework of American education, will be preserved for future researchers who may wish to study related areas of concern.

Earth person was asked the same core questions. Almost all interviews lasted over one hour and several extended to three or even four hours. Much of the raw data for the present study is found in the transcriptions of these discus-

22 xxiv the per- sions. The data and theconclusions provided by slim volume of written sons bridges thevast gap between the of ITFS develop- material availableand-the present status ment. The fact that the presentstudy representsoriginal by research in a previouslyunexplored area is underscored they had not the fact that theinterviewees indicated that research previously been contactedby any person conducting they were on ITFS development; the majority added that undertaken, pleased to learn thatthe present study had been emphasizing their supportthrough their candor andtheir

total cooperation.

Survey

Documentation for the presentstudy has been comple-

mented by informationobtained directly frompresent and prospective ITFS usersthrough a national surveyof ITFS in order to provide the systems. This survey was undertaken information needed for anassessment of theinstructional ap-

plication of ITFS, thetechnical design of ITFSsystems,

patterns of staff,equipping, funding andprogramming, and of ITFS. administrative practicesrelating to the development compilation of a A secondary purposeof the study is the their complete and accuratedirectory of ITFS installations, This location, directors andcurrent level of operation.

information in included inPart II of the study. xxv

The survey also includes descriptions of innovative practices inaugurated by individual systems in the development of ITFS as an instructional medium. This factual information, previously uncollected, provides the basis for conclusions regarding the technical and educational state of the art of ITFS. The population for this study is, by necessity, the total number of ITFS installations and applicants. In Feb- ruary, 1970, the FCC Educational Broadcasting Branch reported that "ninety-nine [ITFS] systems with 237 channels were on the'air in January 1970, and 58 systems with 194 channels had outstanding construction permits."'A careful study of

FCC records indicates, however, that this figure is somewhat in error. In actuality, there are 65 systems operating, representing 120 stations and 290 channels on the air.

Twelve of these 65 operating systems hold construction permits for expanded facilities, totalling 12 additional stations or 81 additional channels. In addition, 14 systems which currently hold construction permits have not yet gone on the air; these 14 systems represent 20 stations or 59 channels. The population for this study includes the 79 systems for which construction permits or licenses are now held; the

1"Instructional Television Committee to Hold First 1970 Meeting on February 27 in San Francisco," Public Notice FCC-44558 (February 10, 1970), 1.

2i xxvi

remaining allocations and pending applications represent not systems but relay channels and/or additional channels

for existing systems. FCC records provided the names and addresses of

licensees and applicants. The information in the official files was based, however, on data submitted at the time of

the original application. In a majority of cases, the name listed in FCC files, duplicated in official studies and directories, was not that of the person now responsible for

the ITFS system. In spite of this fact, the first mailing of the survey questionnaire on February 15, 1970, brought

58 responses from a population of 82. During the first two weeks in March a second mailing was sent to 24 systems which

had not responded; in many cases, this follow-up correspond-

ence was sent to a different addressee. In some instances research was undertaken to determine the name of the school

superintendent or college president when the name provided

in the FCC files was out-of-date. Those systems which had not responded by the end

of March were telephoned individually and supplied with

Special Delivery return envelopes. The latter strategy was designed to compensate for the Post Office strike which oc-

currad during the month. A total of 33 telephone calls were made to request a response or to clarify questions raised by

the first response. Those 14 systems which had not replied to the questionnaire were telegraphed on April 5, 1970. In addition, 35 letters weremailed as follow-ups omitted a to incomplete responses. Several returned forms single item, presumablyby oversight. The follow-up mailing produced 100% results. Finally, the FCC files wereagain searched. A meet- responsible for ing with the staffmembers of the Commission processing ITFS applicationswas arranged onApril 10, 1970, to insure that in order to re-confirmthe data obtained and no member ofthe survey populationhad been inadvertently omitted from the study. The survey of ITFSsystems has providedinformation 1) The raw data is presented in several areasof this study: in Part II of thisstudy, including profilesof each system, summary of the surveyresults and a directoryof systems and innovative applica- their directors; 2) Information regarding 3) All refer- tions of ITFS is includedin Part I, Chapter V; stations on the air ences to numberof channels allocated,

and related data isbased on theinformation collected from provided by individual systems ratherthan from information of growth pat- the Commission; 4) All graphic presentations utilization and equip- terns, funding andstaffing patterns, ment are based onempirical data obtainedfrom the survey.

26 Summary

Th,.: conclusions presented *.n this study, therefore, are based on a review of the related literature, both published and unpublished, and on extensive interviews with appropriate individuals involved in the devel-

opment of ITFS, and on a national survey of all presently

operating ITFS systems and of those prospective systems which have applied for FCC construction permits. TABLE OFCONTENTS

Page

ACKNOWLEDGEMENTS iv

PREFACE vi

PART I

Chapter I. Education Establishes a Need for Instructional Television Channels 2

II. Design Jnd Authorization of ITFS 59 III. Early Development of ITFS Systems 104

IV. Inter-Institutional Cooperation in the Development of ITFS Systems 144

V. Determining and Developing the United Role of ITFS 177

PART II

VI. Graphic Description of ITFS Systems 219 VII. Identified ITFS Systems on the Air 215 VIII. Identified ITFS Systems for which FCC Construction Permits Have Been Granted 254 IX. StaUstical Profiles of ITFF Systems 257

28 xxx

PART III

Conclusions 326

Recommendations 334

BIBLIOGRAPHY 339

INTERVIEWS 357 APPENDIXES

A. Original Frequency Assignments, Docket No. 14744, Adopted July 25, 1963 363 B. Present Frequency Assignments, Docket No. 15181, Adopted May 20, 1964 364 Frequency Assignments for Response Stations, Docket No. 18346, Adopted March 11, 1970 365 D. Private Users Authorized in the 2500-2690 MHz Band, Aptil 1970 366 E. FCC Establishes Committee for Full Development of ITFS, Public Notice FCC-907, October 11,1965. 368 F. Present Members of Committee for Full Development of ITFS 369

G. FCC Application Procedure 374

H. FCC Form 330P (Revised) 377

I. Survey: Questionnaire and Cover Letter 388

29 PART I

30 Chapter I

Education Establishes a Need for' Instructional Television Channels

Definitions

Instructional Television Fixed Service is one method of distributing televised instruction; instructional tele-

vision, in turn, is one aspect of a greater sphere of educa-

tional television. A definition of terms is preliminary to further discussion of ITFS. As defined by Koenig and Hill, educational television is a medium

which disseminates programs devoted to information, instruction, cultural or public affairs, and entertainment. The word medium connotes any means employed to transmit an educational program .... ETV is a broad term encompassing all types of educational programing.1 Instructional television (ITV), on the other hand,

is a more exclusive term. As defined by Carpenter and Greenhill, instructional television is understood to refer to educational efforts using television which have as their purposes the production, origination, and distribution of instructional content for people to learn; efforts in which television is used as the principal or as an auxiliary medium of communication. This conception includes closed-circuit broadcast activities ... which handle information specifically organized and produced for learning. The scope of

1Koenig and Hill, Preface, p. xi.

3( 3

instructional television is more specific than that of educational television and very different from commercial television.... Instructional television is clos,ly related to the work of organized formal educational insti- tutimis.1

To further clarify this` definition of the term, however,

Carpenter and Greenhill caution:

In one sense instructional television is a misnomer; television per se does not instruct, it does not educate, it does not learn. Television itself is a tabula rasa, a blank sheet or a clear channel. It is a potential mediator of instruction, it is an instrument, which may be used to provide some but not all of the conditions necessary for most kinds of learning to occur.2

Components of ITV system

In their definition of instructional television

Carpenter and Greenhill have listed the components of an instructional television system: production, origination and distribution of instructional content. William Kessler, in his study of The Fundamentals of Television Systems, further explains the components of an ITV system.

1. The origination facility

The basic function of the origination equipment is to convert the picture or scene to be transmitted into analog electrical signal variations suitable for transmission over wire or radio circuits....

2. The transmission facility

The transmission facility may consist of either wires

1ETV: The next 10 years, p. 286.

2Ibid., p. 288. 4 in the form of a suitable coaxial cable or a wireless radio circuit to transport the signals which represent the picture information from the origination point to the destination point or points. 3. The reception/display facility

The reception/display facility is the final link in the complete system and is... the black-box with the cyclop eye which converts the received signals (which only represent the picture) into an accurate reproduction of the picture or scene at the origination point.1 Kessler includes a fourth element in his explanation of a basic television system: the recording/reproducing facility.

"Although not necessarily an essential link in the television system per se, the recording/reproduction of picture for use with a television system or the recording/reproduction of television signals proper has become an essential parallel function at the television origination point as well as the destination point."2

The basic purpose of television is to reproduce images and associated sound instantaneously at distant locations; the transmission of the electrical signals corre- sponding to the picture and sound information, then, is the essential link in the complete system. There are three methods of transmitting television signals: 1) closed circuit, 2) broadcast, and 3) 2500 MHz television. Since ITFS

1Kessler, Fundamentals, pp. 1-2.

2 Ibid.,p. 2.

33 5 was specifically designed to complement closed circuit and broadcast television, to solve problems inherent in these

other methDds of transmission, it is necessary to describe briefly the technical characteristics of closed circuit and broadcast systems and to trace the historical development of educational and instructional television which led to the eventual reservation of the 2500-2690 MHz band for education.

Methods of Television Distribution

ro transmit any kind of intelligence by radio waves, a band of frequencies is required.... The width of the band required to transmit intelligence depends upon the type of intelligence or signal which is desired to transmit.1

All three types of transmission system must exhibit a given minimum transmission bandwidth or "frequency response" expressed in hertz per second. Bandwidth is the arithmetic difference between the lowest frequency and the highest frequency of an electrical signal used to represent a television image to be transmitted.

The maximum signal frequency which is required to present the intelligence in a picture is very great. This is not surprising in view of the fact that "a picture is worth a thousand words" in convening intelligence.2

Because of the high picture content and the rapid rate (30 complete pictures per second, or framesper' second) at which the picture information is transmitted to provide the illusion of smooth motion, a relatively broad

1ETV: The next 10 years, p. 216.

2Ibid., p. 217. 6

frequency response or bandwidth requirement is imposed on any transmission system. The video bandwidth requirements are directly related to the picture detail required in the reproduced image.1

More specifically, "U.S. broadcast standards, which are a compromise between acceptable picture detail a,"1 bandwidth conservation, have limited the maximum frequency of the video bandwidth to less than 4.5 ms /s."2' 3To this video bandwidth must be added the audio channel to provide a talking picture rather than a silent picture. "A video bandwidth of about 4.2 mc/s is the practical limit to avoid interference between the picture and sound signals."4 Thus, a television channel is 6 MHz wide, with a 4.5 MHz band required for the picture signal and the remaining 1.5 MHz

"allocated to the program sound channel and so-called 'guard bands' to eliminate interference between the picture and sound signals as well as adjacent television channels."5

1Kessler,.Fundamentals, pp. 16-17.

2Ibid., p. 17.

3 Note: In thispassage from Kessler, and in other earlier writings, the term cycles per second (c/s) is used to express frequency response. The synonymous term hertz (Hz) has subsequently been adapted in the U.S. to conform to international terminology.

Kessler, Fundamentals, p. 17.

5 Ibid.,p. 21.

;3 5 7

Closed circuit television (CCTV) "Closed circuit television refers to the procedure whereby tLe television.signals are distributed from the origination point to the reception points by means of coaxial cable."1 Closed circuit television. systems range from statewide systems, e.g. the ITV systems in South Carolina and

Delaware, to single building installations. The cable system may be installed by the telephone companyand used by the organization on a rental basis; it may be installed, owned and operated by the user institution; or it may beinstalled and operated by a community cable company (CATV). Techni- cally, the term CCTV is applied to systems whichinclude origination, distribution and reception; as Breitenfeld notes, however: A closed-circuit distribution system may alsoinclude only an antenna, attendant transformers, other hardware, cables and the usual reception points. Here, the origination of the signal can take place beyond thebuilding, and the antenna itself acts as the sourceof signal for the system. This is... moreaccurately a simple "internal distribution" system.2 Coaxial cable transmission systems fall intotwo basic categories: 1) video systems, and 2) RFsystems. In

a video system video signals aretransmitted "in the raw

form as they emerge from the originating studio....The

1ETV: The next 10 years, p. 321. 2Breitenfeld, Instructional Television, p. 1.

36 8 associated program audio is generally transmitted over ordinary pair of telephone wires following generally the same geog2aphical routes as the coaxialcable."' Such an arrangement may be used in television studios where distances are short and maximum detail is required in the pictures.

It is not practical, however, for two reasons: 1) Only one program at a time may be transmitted on the cable, and 2) special video monitors and audio systems are needed. Video (or direct) transmission "does not take advantage of the full transmission capability of coaxial cables."2 In an

RF system, on the other hand,

The video and audio frequencies from -the camera and control consoles may be fed into an audio-video mixer and used to modulate a radio-frequency carrier wave. The mixer is a small transmitter and sends the picture and sound signals over a coaxial cable on one of the VHF channels (2-14).3 Since several RF signals can be carried on one coaxial cable it is possible to broadcast simultaneously on several channels. Since programs are transmitted ... exclusively to a particular audience that must be especially equipped to receive them, closed-circuit television falls outside the jurisdiction of the FCC, which regulates only the scarce, limited channels of te public air space.

1 Kessler, Fundamentals,pr. 18-19.

2Ibid., p. 19.

3ETV: The next 10 years, p. 321. 9 There is relatively unlimited access to channels in the CCTV spectrum.1

Broadcast (UHF and VHF) Broadcast television, also called "open circuit" television, operates on radio frequencies allocated by the

Federal Communications Commission (FCC), the government agency responsible for the radio spectrum. The FCC grants broadcast licenses to commercial and non-commercial users on a one signal. per licensee basis. One broadcast channel represents a 6 MHz bandwidth within the radio frequency

spectrum. The radio frequency spectrum extends continuously from a few thousand cycles per secondto several tens of bil- lions of cycles per second. Various parts of this continuous spectrum have received rather arbitrary designa- tions. The region from 30 to 300 million cycles ...is known as the very high frequency (VHF) region. That from 300 to 3,000 Mc is known as the ultra high frequency region (UHF). The channels assigned to television broadcasting are located in these two regions.

The 13 channels originally assigned by theFederal Communications Commission to commercial television broadcasting were all in the VHF region. As the demand for channels increased, the number available in the UHF region was found to be inadequate and in 1952 the FCC allocated the space in the UHF region between470 and 890 Mc to an additional 70 channels.2 On a television receiver, the VHF channels are

received on channels 2 through 13; UHF channels arechannels

1Schramm and Chu, Learning from television, p.22.

2ETV: The next 10 years, pp. 321-22.

38 10

14 through 83. The following table indicates the location of specific channels and frequency ranges:1

Channel numbers Frequency range Region

2-4 54-72 MHz Low-band VHF 5-6 76-88 MHz Low-band VHF 7-13 174-216 MHz High-band VHF 14 40 470-632 MHz Low-band UHF 41-.83 632-890 MHz High-band UHF

As indicated in the table, while the channel numbers are

consecutive, the frequency rangesare not. The intervening spectrum space is occupied by a variety of other services including military communication, FM broadcasting, mobile two-way radio and other radio services.

Historical Development

Early Development

In his historical overview of CCTV in education,

Gary Guldpert observes that "the beginnings of broadcast and closed-circuit television are one and the same; later their paths diverged."

In first demonstrating the transmission of television over substantial distances, in 1927, the Bell System used wire line for transmission between Washington and

1Adapted from Tables in ETV: The next 10 years, p. 222 and Kessler, Fundamentals, p. 22.

3 D 11 New York, and radio link for that between Whippany, New Jersey and New York. The wire line transmission was closed circuit.1

The first educational application of television was demonstrated at the University of Iowa in 1932. The Depart- ment of Electrical Engineering constructed an elementary closed-circuit television demonstration unit for the Univer- sity's exhibit at the Iowa State Fair. Building on this beginning,

The Western TV Company of Iowa donated equipment needed by the University to be a leader in electrical communications and a pioneer in ETV.... On September 10, 1931, the university applied to the Federal Radio Commission for a construction permit. This was issued January 9, 1932, and the station was licensed May 27, 1932. On January 25, 1933, the new station, W9XK, in Iowa City, joined the facilities of the university's AM radio station, WSUI, to transmit its first formal "sight and sound" broadcast.2 The Daily Iowan described the historic event in the following report: Directed by Professor E. B. Kurtz, head of the department, the program included a sketch from a university play, a violin solo, a lesson in freehand drawing, and an illustrated lecture. This performance took place on the ground floor of the building, with the radio and television receivers bringing the scenes before the two groups on the top floor.3 While Iowa State, using a mechanical scanning device, _con- tinued to broadcast educational programming for more than

1Koenig and Hill, p. 159.

2 Ibid.,p. 134.

3Ibid., pp. 160-61.

40 12 seven years, educational applications of the new medium of television were scattered during the 1930's. Some institutions, e.g. Purdue and_Kansas State Universities, held experimental television licenses, but in general education "did not share the vision" of the manufacturers, broadcasters and advertisers with regard to the potential of television. Education, in the opinion of Richard Hull, "had not pursued the potentials implicit in the Iowa experiments._ Whether television had any role in education, much less the nature of'the role, remained to be determined."1

World War II altered the role of education in television in two ways: first, the War produced technical advances and general developments important to the technology of television; second, the universities were called upon to educate both the engineers and the broadcasters necessary for expanded television production. Taylor writes, for example, that One of the first universities to engage in TV training was the University of California at Los Angeles which, in February 1941, offered a short course in television production and acting as part of the Extension Division curricula. The University of Ohio introduced two courses specifically for radio and pictorial journalism in 1944. In 1945 the General Assembly of the State of Iona appropriated $525,000 for the University of Iowa to develop a communications center to house journalism, publication, visual education and radio-TV.2

1ETV: The next 10 years, p. 334.

2Koenig and Hill, p. 135.

41 13

Further evidence of expanding interest in television as an educational medium was the testimony of educators at FCC

hearings held in 1944_"to enable ttae radio art to take ad-

vantage of the important wartime technical advances... and to facilitate orderly planning for postwar development."

Though educators advocated the reservation of television

channels specifically for education, the FCC final report

concluded:

With respect to immediate television development... it does not appear that the current educational interest in television or in the probability of the multiplicity of ETV stations in the near future is sufficient to warrant reserving television channels.... If at any future date, educational institutions believe there is sufficient education interest in television and sufficient probability of developing useful ETV services, the matter can be raised anew at that time.'

During the years immediately following the FCC ruling the growth of educational television was slow but definite. Some institutions, e.g. Syracuse University, American Uni-

versity and the University of Michigan, produced educational programs for broadcast over commercial channels. Other

institutions, e.g. Michigan State University, worked with

closed-circuit television instruction. Taylor cites the following examples of activity in the area of educational and instructional television:

1Federal Communications Commission Docket No. 6651, Report and Order, adopted January 15, 1945, p. 83. Quoted in Koenig and Hill, pp. 135-36. 1 l4

One of the first extensive in-school ITV serieswas inaugurated with one program a week by the Philadelphia public school system in 1947 in cooperation with WPTZ, WFIL and WCAU. By the early 1950's the service had increase(' to thirteen programs a reek servingover 60,000 students.

The Nutley, New Jersey, high school introduced TVas a permanent part of its regular school program in the 1947-48 school year when a largescreen receiver, TV cable equipment, and closed-circuit facilitieswere donated by Industry TV, Inc.'

Iowa State University, station WOI,was the first television

station owned by an educational institution and operatedon 2 commercial channels. The University of Texas had in 1940 pioneered with a state-wide program entitled "Radio House".

Originally an extracurricular project, Radio House in 1948

added television and, by 1950, had grown into a part of the

--- University's College of Fine Arts.3 These and many other individual endeavors testify to the variety of uses to which

television was being put in instruction. The interest of education, however, was strictly on an individual basis; there was at this time no national consensus or effort by

education in behalf of ETV.

1Ioid., p. 137.

2Ibid., p. 167.

3Ibid., p. 138.

41 15

Development of Educational Television (ETV)

In September 1948 the FCC placed a "freeze" on television channel allocations. The freeze was designed to give the Commissioners time to complete hearings on a nation-wide

television channel allocation system. Up until this time I. the Commission had issued 134 authorizations for standard television stations.

Of these, seven were licensed to operate, 33 were actually in operation pending final licensing, and two experimental stations were operating commercially under special permission. Television receiving sets were being produced at the rate of 58,000 per month.'

Only one of these television stations, WOI-TV at Iowa State, was licensed to an educational institution. Wilbur Schramm, then of the University of Illinois and a long-time observer of educational television, commented later that

In some respects, it was a blessing 'to ETV that the Commission froze allocations for two years.This provided time to alert education and civic organizations to the opportunity TV offered.2

Allerton Conference In 1949 Schramm, Dean of the University of Illinois

Communication Center, enlisting the support of the Rocke- feller Foundation and of Dr. George Stoddard, President of

1ETV: The next 10 years, p. 339.

2Schramm, Wilbur. The people look at television (Palo Alto, California: Stanford University Press, 1963), P. 5.

44 16 the University, called a conference of educational broadcasters from Canada, Great Britain and the United States at

Allerton i:ouse, the University of Illinois Continuing Educa- tion Center. It was at the Allerton Conference in 1949, according to Hull, that

these men began to develop a real synthesis of purpose and to spell out a practical working philosophy which could be widely understood and supported. Here too, many of the individuals who subsequently fought for educational television channel reservations and became key figures in the educational television movement, met each other for the first time. The functional plans for a nation-wide educational radio broadcasting network were developed at this seminar, and later these same concepts provided the basis for a nation-wide educational television network and program center.' When the FCC issued its Notice of Further Rule Making in July 1949 it included a revised plan for television channel assignment, with no mention of reserved channels for education. Commissioner Frieda Hennock, in a dissenting opinion, proposed that part of the UHF band should be reserved for educational use.2 Commissioner Hennock thus provided the legal and moral platform on which the educational establishment was subsequently to act; she also became the "mother protector" image (f the educational television movement, perhaps its most widely known advocate and an effective champion of almost fanatic zeal.3

1ETV: The next 10 years, p. 340.

2Saettler, p. 228.

3ETV: The next 10 years, p. 34.

45 17

In his history of educational television, Richard

Hull, then President of the National Association of Educa- tional Broadcasters, recans the c;-ntrovesy over these

reservations: The Commission, having heard testimony in support of its new allocations plan, then established a late summer deadline for the filing of protest petitions. Unhappily, the date coincided with the time when activity in most educational institutions is at its lowest ebb and when most educational administrators are vacationing. How- ever, Cohn and Marks, attorneys for the National Asso- ciation of. Educational Broadcasters, at the :'oquest of its president, immediately filed a petition asking for permanent educational reservations in the Ultra High Frequency (UHF) television spectrum, a position promptly supported by co-filings from the Association of Land Grant Colleges and Universities, the Association of State University Presidents, and by the National. Univer- sity Extension Association. Ohio State University's president, Howard Bevis, and Dr. I. Keith Tyler, alerted by the National Association of Educational Broadcasters, woled rapidly and under great difficulty to secure these supporting petitions in time to meet the Commission deadline.

In late 1949 efforts to reserve television channels for education were finally achieving substantial momentum. The United States Office of Education had filed its own petition with the Federal Communications Commission asking that Very High Frequency (VHF) as well as Ultra High Frequency (UHF) channels be reserved for education, and the National Education Association joined in this plea. Theissues now were no longer hypothetical ones. Ex- ploitation of the UHF band in an indefinite television future was one thing. Actual and immediate designation of commercially valuable VHF channels for educational use was quite another, and a kind of structured opposition from some areas of the commercial broadcasting industry began to develop.'

Opinion was divided, however, as to the course that

education should follow in its request for reserved channels.

1Ibid., pp. 340-41.

46 1.8

While the U.S. Office of Educat,ion, the National Education Association and Commissioner Hennock demanded VHF reservations, National Association of Educational Broadcasters, representing the educational broadcasters, hr:d asked for UHF channels only. Koenig and Hill describe the basic conflict: By 1950, educators fully realized the potential of edu cational television. However, they were not organized as a unified educational body that could influence the FCC's decision on ETV frequencies. In fact, a number of different educational. groups prepared petitions for the purpose of reserving ETV channels. Some of these pleas contradicted one another. For example, some educators wanted nonprofit educational television while others wanted noncomrcial ETV, and still others wanted _both. Thus one group did not want ETV to yield a profit, but would have found commercialism an acceptable means of support. The other croup did not want any kind of commercials presented over FTV.1

Joint Committee on Educational Television

In order to bring the two sides together Commissioner Hennock invited a group to her home on October 16, 1950. This meeting proved to be a landmark in educational broadcasting because it marked the beginning of the Joint Committee on Educational Television2.... The results of this meeting authorized the Joint Committee on Educational Television to make a presentation on behalf of the seven national organizations whose members were represented at the meeting (the Association of Land-grant Colleges, the Association of State Uni- versity Presidents, the National Association of State Universities, the National. Council of Chief State School Officers, and the National Education Association.3

1Koenig and Hill, pp. 5-6. 2Now the Joint Council on Educational Telecommuni- cations. 3Saettler, pp. 228-29.

47 19

The Joint Committee on Educational. Television, which later came under the auspices of the American Council on Educa- tion,1agieed upon a Strategy. The first task was to find educators who would testify before the FCC heaings, scheduled for the next: month. It was agreed that the JCT would ask for at least one VHF channel in every metropolitan area and every major educational center as well as 20 per cent of the available UHF' channels. Tie formula was based on an allocations system earlier devised for AN and radio stations.

During the first FCC hearinEs on television channel allocations le3d in November 1950 testimony was heard from 61 persons who favored the request for educational reservations.2 The JCET further assisted 833 schools and colleges to present statements of intent to utilize educational channels.3 Of a total of 76 persons testifying at the second hearings on television channel allocations on January 22,

1951, 71 supported the reservation of educational channels while five representatives of commercial television opposed the allocation of special channels, at the same time admit- ting that television could be potentially effective as an instructional medium.

1Koenig and Hill, p. 6.

2Saettler, pp. 229-30.

3Koenig and Hill, p. 139.

Saettler, p. 230.

48 20

Fund for Adult Education

The formation of the JCET coincided, most fortui- tously, with the establishment by Lhe Ford Foundation in April 1951 of two semi-autonomous organizations: the Fund for the Advancement of Education, "concerned with problems and opportunities in formal education from elementary grades through college levels," and the Fund for. Adult Education,

"devoted to the development of methods and opportunities in adult education", further defined as "that part of the educational process which begins when formal schooling is finished."'

"Education for public responsibility" was the phrase used by the first and only Director of the Fund for Adult

Education, C. Scott Fletcher. Fletcher, recruited for his position from Encyclopedia Britannica Films by the powerful directors of the Ford Foundation, Paul G. Hoffman, Robert

Hutchins, and Chester Davis, assumed his position on April 5,

1951.2 Fletcher's aims were explicit: (1) to create aware- ness of the major elements and issues of the modern culture,

(2) to develop concern with them, (3) to develop materials for their study, (4) to institute activity in learning among them, and (5) to encourage association of adults in such activity. "In order to reach effectively as many citizens

1Fund for Adult Education, Annual Report, 1951 (White Plains, New York: The Fund, 195), n.p.

2Saettier, p. 239.

49 21 as possible," Fletcher maintained; "a program of liberal adult education must employ the mass media of communications as well a:, all the traditional channels of adulteducation.'1 One of the first and most persistent appeals to the Ford Foundation came from the ETV lobby--educational institutions, private organizations and television stations see- ing financial backing for ETV projects. The Ford Foundation considered, first, a separate fund to handle the problems of mass media, but the plan was scuttled and it was left to the two existing educational funds and to the Foundation itself to handle radio and television in any way that suited the purposes of each of them.

The National Association of Educational Broadcasters, led by George Probst, Director of the University of Chicago

"NBC Round Table" and Seymour Siegel, Director of WNYC and the Municipal Broadcasting System in New York City, along with the director of WOI-TV and NAEB officers, held conver- sations with Fletcher.2 Fletcher perceived educational television as an opportunity and a responsibility, a responsibility for the risk capital that philanthropy exists to provide. Though ETV would be broader than the area of the Fund's concern, it presented an urgent appeal for a

1Fund for Adult Education. Ten Year Report, 1951-

1961 (White Plains, New York: The Fund, 190). .

2ETV: The next 10 years, p.3t2.

50 22 philanthropic institution to give prompt attention to the ends and means implicit in the opportunity.

C. S. Fletcher originally asked the Ford Foundation for $5 million so that the Fund might assist in the construction and maintenance of educational television stations and develop a national program and distribution center. When Fletcher outlined his plans to the Foundatlon trustees, they pointed out that Henry Ford preferred one elaborate model educational television station which would provide an outstanding example to others throughout the country. However, Fletcher, himself, convinced Ford that the Fund's plans were feasible and won his assent. The Fund then received $4.75 million (later supplemented by another $4 million) to develop its own policies for educational television,1

At its first Board meeting in April 1951 the Fund for Adult Education appropriated $90,000 to the JCET to support the work already begun. During the next four years the

Fund awarded nearly $500,000 and immeasurable moral support to the JCET, while remaining outside the policy-making structure of the organization. "From the beginning the FtInd was insistent that it should not hold a monopoly but that other foundations should be involved in the development of national educational television."2

Reservation of ETV channels Finally, in April 1952, the FCC issued its Sixth

Report and Order, which reserved 242 channels (later 267) for educational use. Of these 242 channels, 80 were within

1Saettler, p. 240

2 Ibid.

51 23

the VHF range, 162 within the UHF range. In reserving approximately 125 of the total allocations for education, the

CommissiaL stated:

We conclude that the record shows the desire and ability of education to make a substantial contribution to the use of television. There is much evidence in the record concerning the activities of educational organizations in AM and FM broadcasting. It is true and was to be expected that education has not utilized these media to the full extent that commercial broadcasters have, in terms of numbers of stations and number of hours of operation. However, it has also been showed that many of the educational. institutions which are engaged in broadcastingroadcasting are doing an outstanding job in the presentation of high quality programming, and have been getting excellent public response.

And most important in this connection, it is agreed that the potential of television for education is much greater and more readily apparent than that of aural broadcasting, and that the interest of the educational community in the field is much greater than it was in aural broadcasting.... The public interest will clearly be served if these stations are used to contribute significantly to the educational process of the nation. The type of programs which have been broadcast by educational organizations, and those which the record indicates can and would be televised by educators, will provide a valuable complement to commercial programming.'

Commenting on the FCC reservations, Hull observed that

The FCC had finally established a new nation-wide tele- visiOn allocations plan; created a new kind of broadcast entity, the "noncommercial educational television station", and reserved 242 channels for exclusive non- commercial educational use by schools, colleges, universities, and non-profit educational television corporations. The Commission had insured the development of special cultural and educational television service throughout the nation in an action as significant and far-reaching in its implications as the Morrill Act of 1862 which created the Land Grant College system in the United States.

1ETV: The next 10 years, p. 333-34. 24 These decisions by the Commission represented the culmination of an organized effort by citizens and educators, begun more than three decades before. The groups had now staked out a permanent educational claim in a new medium which they repeated? called "the most important invention since printing."'

The original FCC ruling stated that the reservations might be challenged after June 3, 1963. It was imperative that education make a strong case before the reservations were challenged. Fletcher foresaw the need for a nationa] agency to arouse, to coordinate and to advise local civic leadership; in November 1952 the National Citizens Committee on Educational Television was founded and awarded a $750,000

Fund for Adult Education grant. In May 1953 the Fund financed the first National Conference on Educational Tele- vision in Washington, D.C., sponsored by the Joint Committee on Educational Television and the National Citizens Commit- tee on Educational Television. The important outcome of this conference was that soon afterwards the FCC announced that the reservation of channels for educational television would continue indefinitely.

Financing ETV development As ETV station allocations were made a need arose for pump-priming grants to stimulate station construction and educational programming. During the summer of 1952 the

1Ibid., p. 344.

53 25

American Council on Education, financed by the Fund for Adult

Education, conducted a "Study of Community Readiness for

Educational Television." On the b9,is of this survey, in the fall of 1952 the Fund offered grants-in-aid in amounts

of $100,000 to $150,000 to university and metropolitan cen-

ters where channels had been reserved. A condition of each grant stipulated that the university or community cooperat-

ing double the grant either in cash or in facilities. The

Fund's grants could be used for equipment only and carried

provisions for the engineering quality of installations. An additional requirement was agreement both to contribute to

and to draw from a common pool of recorded programs through

a center facilitating such exchange of programs. Operating

under a grant from the Fund for Adult Education, station

KUHT-TV at the University of Houston went on the air as the

first non-commercial broadcast station in May 1953.

The early development of ETV represents, to a large

extent, the development of a "university of the air." Fi- nanced largely by the Fund for Adult Education, whose pri-

mary interest was "that part of the educational process which begins when formal schooling is f!nished" educational television was designed to reach people in their homes, via

broadcast television. The focus of ETV was

the educational television station and its purpose to provide an alternative national television program service characterized by its attention to news, information, 26

public affairs, general education, and cultural enrichment. It was conceived within the framework of public as well as educational policy. It was directed to a free-choice audience of mature adults and out - -ofschool childpan.I

In its survey of the development of educational television, the National Association of Educational Broadcasters later

concluded:

The original development of educational television was sparked in large measure by the concern of adult education and by the recognized obligation of the land-grant colleges to foster and promote extension education. There is evidence that general adult and extension education continue to play a highly significant and stabiliz- ing role in the continued development. Most of the educational stations ... schedule regular out-of-school and adult education programs. Indications are that this service is appreciating qualitatively and quantitatively.2

Problems of UHF broadcast

The fact that the FCC had reserved a preponderance of UHF channels rather than VHF channels was in conflict with this development. The problem as stated by Maloney and Donner, was that Most present television sets, which are capable of receiving only VHF signals, would have to employ converters in order to receive UHF and that manufacturers would have to agree, in the future, to produce receivers capable of both. This means that the shift to UHF cannot occur overnight as far as general broadcasting and

1ETV: The next 10 years, p. 344. 2U.S. Department of Health, Education, and Welfare. Office of Education, The Needs of Education for Television Channel Allocations, report prepared by The National Associa- tion of Educational Broadcasters (Washington, D.C.: Govern- ment Printing Office, 1951), p. 18. 27

reception are concerned. Widespread purchase of converters seems improbable, and the procedure of. the FCC in dealing with set manufacturers would. allow several years before the UHF-VHF receivers come on the market.1

The recommendations of the Television Advisory Panel of the

U.S. Office of Education reflected this same hesitancy with regard to UHF:

There is still a great deal of room available in the UHF (Ultra High Frequency) band, which offers more channels than VHF but smaller areas of coverage. Only a small percentage of the receiving sets now in use are equipped to receive UHF. Therefore, if a new station is added in the UHF band, in a community where the existing stations operate in VHF, the new station cannot be received until new television sets are purchased or UHF converters are installed.2

In its study of the needs of education for television channel allocations the National Association of Educational. Broad- casters complained that There is little doubt that what amounted in effect to assigning channels to an apparently secondary service to meet apparently secondary needs--coupled with the confusion occasioned by the general intermixture of VHF and UHF channels in the assignment tables--inhibited development of the basic educational service.3 To document this contention, the NAEB cited the following situation: In the continental United States in October, 1961, there are 60 educational television stations on the air. Of these, 40 are Very High Frequency stations and 20 are Ultra High Frequency. Sixteen of the UHF stations are

1ETV: The next 10 years, p. 203.

2 Ibid.,p.8.

3 Needs, p.7. 2.8

single outlets for educational. television in communities in which the majority of the receiving facilities cannot receive them on their frequencies. As a result, their use for public service outside the school or college is highly restricted. Two of the 314F stations are second channels in communities already served primarily by VHF stations. These secondary supplemental channels are used mainly for direct in-school instruction.'

Development of Instructional Television

As educational television developed within the public sphere, educators looked to the medium of television as an answer to their in-school instructional needs. During the 1950's, The American educational system was bracketed between the population explosion and the "knowledge explosion and could no longer meet its responsibilities by conventional means. Moreover, very large sums were now available from private foundations and from government at various levels, to support new educational projects. And as always in the American culture, there was the feeling that television was now the newest wonder of science, and thus must surely solve the educator's problems.2

In his survey of informed opinion on television's future place in education, Dr. Lester Asheim concluded that:

Above all, ETV came at just the right time, when it is no Longer possible or desirable to maintain the status quo in many areas including education. The introduction of ETV coincides with a period of emergency in education, represented by the wave of enrollments and the consequent teacher shortage, by international tension which has focused attention on weakness in our educational system,

1 Ibid., p.13.

2Koenig and Hill, p. 12. 29

by a popular demand to increase educational productivity and by a widespread hospitality to innovation in almost all fields.'

Father Joh.i M. Culkin,-S.J., an ea,71y leader in the development of ITV, summarized the attitude of the educational administrator toward the development of ITV:

All in all it seems that this is a most propitious hour for the genie of television to have been let out of the bottle. Problems of quantity and quality in education have kept administrative fingers nervously close to the panic button for years. Rising enrollments and the need for additional teachers, buildings, and specialized equipment will be with us for a long time. The rapid growth of research and learning has every subject in the curriculum in a state of flux.... No one is naive enough to suggest that television will neatly dispose of all these problems, but one thing is certain. Problems of this proportion cannot be solved through conventional means. We will never be able to assemble teachers enough or bricks enough to multiply educational facilities to meet student demands. Television, however, can multiply a faculty without hiring a teacher. It can duplicate buildings without laying a bick.2

Broadcast ITV

ITV or commercial stations. Actual inschool instruction via commercial station telecasting was necessarily limited in scope. On a local basis, some school systems did broad cast instructional programing via local television stations.

The Philadelphia public schools, for example, began as early as 1948 to use commercial channels. On a network level, NBC

1ETV: he next 10 years, p. 30. 2Culkin, "Television in the. service of education," p. 25.

58 30 began in 1958 the series entitled "Continental Classroom," the first attempt to present a full course to a national audience. :hese televised courses 1.are offered for credit by various institutions of.higher.learnins. In 1960 Father Culkin wrote that "preliminary statistics indicate that an average daily audience of more than 270,000 viewers watched the program which was broadcast each weekday from 6:30 to

7:00 a.m."1Writing in 1961 Philip Lewis estimated that 560 school districts and 117 colleges and universities were using commercial television for regular instructional purposes.2 The educational significance of commercial educational television broadcasts, according to Father Culkin, lay "beyond their power to teach science or their preter- natural power to lure people out of bed at the first hint of dawn. Continental Classroom provides a national showcase for the educational potential oftelevision."3 In his survey of informed opinion on educational television, however, Asheim found that "the majority of the respondents, while acknowledging the excellent educational programs that have appeared on commercial television, the

1Ibid., p. 29.

2Lewis Philip. Educational television guidebook (New York: McGraw-Hill, Igur), p. 26. 3Culkin, "Television in the service of education," p. 30.

59 31. helpfulness of the networks in providing study materials, and the cooperation that many local stations have extended to educational programming, were n:..,lerthe]ess convinced theC educational television will have to be over and above the normal programming of the commercial stations, and on stations of its own."1

ITV on non-commercial broadcast stations. In addition to this limited commercial broadcasting, instructional television was also carried by the reserved ETV stations. According to Saettler, "much of the impetus to instructional television on educational stations can be traced to the pioneer instructional broadcasting experiments in the cities of St. Louis, Pittsburgh, and Chicago, and in the state of "2 Alabama. In the fall of 1955 the St. Louis public schools began providing televised instruction over educational station KETC. Courses were offered in ninth-grade grammar and English composition for thirty minutes, five days a week.

Alabama, in 1952, was the first state to develop an

ETV network with three stations combining to broadcast approximately 65 hours each week. By 1960 the network taught more than 80% of the state's population and morethan 250

1ETV: The next 10 years, p. 32.

2Saettler, p. 2L5.

t. 32 schools utilized the networks televiSed lessons either for

direct teaching or for enrichment.1

Problems with open-circuit broadcasting of ITV Although broadcast television did become an integral

part of the teaching strategies of individual school systems during the 1950's, Asheim found in his 1960 survey of in-

formed opinion that broadcast television was not in fact,

meeting the in-school needs of education. "Open circuit

television", he concluded, is most promising for adult education uses, for larger school systems, and for reaching the rural residents, the home-bound, and the older person. Open circuit may be used to a limited extent in the classroom--especially for some occasional event of importance (the inaugura- tion, a major speech of national significance, etc.)- - but nct nearly so widely as in informal adult education.2

The major and obvious limitation of open circuit television

was the single channel allocation permitted by the FCC. The chief disadvantage of the broadcast station as the purveyor of school television is that it can use only one channel. Within the limits of a school day, an ETV station broadcasting a variety of subjects to the Pull range of school grades -- -even if only the elementary grades--is hard put to it to do a given series more than once or twice a week, particularly with the practical need for repeats.3

1Culkin; "Television in thl service of education," p. 34. 2ETV: The next 10 years, p. 31. 0 3Schramm and Chu, Learning from television, p. 21.

61 33 Again, in a 1962 survey of closed- circuit television opera-

tioas, researchers concluded that:

It shcald be obvious now to even the casual observer that a single educational channel will not suffice to handle adequately the many program needs of the typical community, ranging from in-school instruction, to in- service education of teachers, extensive adult programing of both a formal and informal nature, out-of-school programs for children and youth, as well as communications uses within a given school and between schools, and/or between the schools and other community agencies.' A second, more subtle problem, emerged with the use

by school systems of open-circuit broadcasting. Again, in Asheim's survey of informed opinion, the matter of local

control and privacy is raised: There is danger that open-circuit telecasting of classroom content nay put education up to popular referendum. Can courses in the social sciences, literature, biologi- cal sciences be as complete, as outspoken, as critical before a general audience as they should be in the closed classroom?The p,'rivacy, the lack of outside supervision, the primacy of educational objectives which character- izes the classroom make it possible to pursue knowledge of its own sake, to experiment with teaching methods, to make mistakes and benefit from them. This must not be lost.2 Maloney, at a later date, refers to this same problem: The twin facts that ETV works by broadcasting, and that therefore control over program content and style cannot be wholly in the hands of teachers and school administrators, has proved important. This situation has perhaps created some resistance by teachers and local administrators to the use of broadcast ETV.3

DAVI, CCTV survey, 1962..,.. 70.

2ETV: The next 10 years, p. 34.

3Koenig and Hill, p. 198.

-"--"7"--"'",;rmr.rnevnos, 311 Closed-circuit ITV

Advantages of CCTV As broadcast ETV continued to grow, televised instruction also developed along another path, different both in technology and organization. By the early 1950's Michigan State and a few other universities were experimenting with formal course work over closed-circuit television. .... The advantages are fairly obvious: by using closed- circuit television, a school system or university can be in complete control of audience and programs.'

Closed-circuit television offered another tangible advantage for education: Because of its multi- rather than single, channel possibilities, it is ideally suited for instructional television use. The use of multiple channels opens up new scheduling possibilities as well as creates the potential of broader offerings from which teachers and learners can choose. It thus makes possible re-use of a given program several different times for classes of the same subject meeting at different pericds.2 To answer the problem of "putting education up to popular referendum" CCTV offered yet another solution: Closed-circuit television is do-it-yourself television tailor-made to meet local needs. It is ideally suited to accomplish the programing and communications needs of a given school district or institution of higher learning obviating the necessity of strict dependence on cooperative programing with other school districts or complete reliance on programs produced at the state, regional, or national level. It requires the local school district to "do something" itself--to become active participants in educational television programing

1Schramm and Chu, Learning from television, p. 22.

2DAVI, CCTV Survey, 1962, pp. 65-66.

63 35 with a local flavor rather than simply passive recipients of programs rented, purchased, or borrowed from other sources. It puts a premium on local initiative in program development. This feature will appeal to many Board :Jf Education. who are concerned with maintaining control and autonomy of the curriculum at the local leve1.1

In short, "advocates of closed-circuit television argue that a closed-circuit television system not only can do almost all that broadcast television can do but that it can do it simultaneously on several channels

Financing CCTV development Again, the philanthropy of the Ford Foundation financed, and thus to a large extent determined the direction of, the development of CCTV. In 19511 the Pennsylvania State University submitted a proposal to the Fund for the

Advancement of Education, the in-school counterpart of the Fund for Adult Education; the proposal called for the Uni- versity to undertake a program of demonstration and research in CCTV. The grant was awarded with the condition that no changes be made in teaching procedures; television "was simply being introduced into a normal classroom...." The lack of adaptation for the medium is fairly significant. Television, in this case, was being used purely as a means of transmitting a photographed class lecture.3

DAVI, CCTV Survey, 1962, p. 65.

2Ibid. p. 50.

3Koenig and Hill, p. 170.

64 36

In the Pennsylvania State experiment cameras were mounted in ordinary classrooms and connected by coaxial cable to other classrooms where matched groups of students viewed the lessons. Other courses were offered to classes by television only, and extensive experimentation was conduCted with a talk-back system whereby the student could ask the instructor

a queStion and get'an immediate response. These experiments, conducted under the leadership of. Professors C. R. Carpenter

and L. P. Greenhill, "provided the stimulus for a national 1 increase in the use of televised instruction." The results indicated that the use of television did not reduce the quality of instruction or lower student accomplishmentand

that once a CCTV system was installed, a decreasedcost of instruction per student could be realized if the system was

used effectively.2 The Hagerstown project in Washington County, Mary-

land, built with funds provided by the Fund fcr theAdvance-

ment of. Education, a grant from the Electronic Industries

Association and the Chesapeake.and Potomac telephone company, represents one of the most elaborate CCTV facilities in the

country. Beginning in 1956 the Hegerstown project proposed a comprehensive network to link everypublic school in

Washington County One feature of the Hagerstown project

1Ibid., pp. 170-71. 2Saettler, p. 247.

65 37 was that it was designed to meet a rea] need within the school system: the problem of a shortage of adequately trained teachers. The. CCTV prograaing was specifically planned to provide instruction not possible with existing staff--art, music, foreign language, remedial reading. In addition, the project called for an extensive teacher in- service educational program. The Chelsea Closed-Circuit Television Project, again funded by the Fund for the Advancement of Education, began in 1957 a project to use CCTV for "direct teaching, school enrichment, teacher training, language instruction, and improvement of community integration within a specific ghetto in New York City."1 In the Chelsea Project schools, homes, health and social services in a Spanish-American community were connected by CCTV: A number of new specialized functions for which CCTV was useful emerged out of the Chelsea Television Project. Closed circuit proved useful (1) as a distinct in- school system within a large city, where special problems of home environment tend to be recognized in their distinct distribution; (2) as a city-wide school system specifically used for teacher-training, examinations, and administration; (3) as an unlicensed ETV station where local conditions reauire a community antenna and there is no ETV reservation; (4) for education directed to institutions other than schools and colleges.... (5) as a means of meeting the challenge of the small' urban area containing a high concentration of people with hard core educational or cultural problems; (6) as

1Koenig and Hill, p. 172.

BC 38 an instrument for the development of community leadership; (7) as a form of psychotherapy.'

The foregoing summary of the Chelsea Project points out an important development in the growth and direction of

CCTV, i.e. education was finding new uses for CCTV systems.

While CCTV systems were installed for direct instructional purposes, educators found new applications for their CCTV systems in meeting their educational needs. These avenues range from relatively unsophisticated use of a single camera and receiver to a highly sophisticated statewide network rivaling open-circuit television.... The uses of closed-circuit television have taken form either as a system of communication or as an audiovisual tool. In the former, its greatest use has been ... the distribution of direct teaching. As an audio-visual tool, closed circuit television has been used by the teacher to magnify those aspects of his lesson that are enhanced by this technique.'

Growth patterns In general, the growth of CCTV was not as rapid as the growth of broadcast television. Since the CCTV installations are not subject to FCC licensing, it js difficult to arrive at precise figures, but several surveys of CCTV were conducted during tl?. late 1950's. Based on surveys conducted by the JCET, statistics indicate that 64 institutions were using CCTV systems in1956.3 By 1958, when the JCET

1Ibid., p. 173.

2DAVI, CCTV Survey, ]962, pp. 50-51.

3ETV: The next 10 years, p. 169.

;G7 39 published a Directory of CCTIi Installations, the figure had risen to 119. Following the JCET report of 1958, "the number of CCTV installations ecame a vicl;ILm of 'educative guesti- mating.'" Estimates ranging from 200 to 500 were quoted in varied texts and periodicals.)The JCET figure, updated in

1960 on the basis of newspaper and periodical listings, as well as correspondence with the Committee, rose to 185.2

These figures, while not entirely accurate, do indicate one definite pattern. The year 1958 begins a sharp increase in the number of CCTV installations. According to the 1962 survey of. CCTV development:

It seems logical that this increase in CCTV paralleled the increase of most audio-visual equipment due to the stimulus of the National Defense Education Act. The year 1958 also represents a period in which experimentation with television left no doubt that educators could teach by the use of television. By 1958, improvements had been made in the vidicon and other closed- circuit television apparatus.3

Videotape recording

One technological improvement was of particular significance to local instructional television: the introduction of the videotape recorder. Nelson describes the problem that faced operators of local ITV facilities:

1 DAVI, CCTV Survey, 1962,p. 2.

2ETV: The next 10 years, p. 180.

3DAVI, CCTV Survey, 1962, pp. 22-23.

68 40

`There is cause for concern that closed-circuit television, strictly local in nature, will work to the detriment of the very thing it seeks to enhance--quality standards of instruction. In the hands of overzealous promotors, in the fai..e of attempts to look u.} on it as a panacea for all of education's problems, and in the selection of inexpensive equipment and poorly qualified personnel who have rushed in from other fields, there is real danger that closed-circuit ins ;ruction of a purely local nature mill be weighed and found wanting.1

Agaim, J. Bernard Everett reported at a May 1959 seminar sponsored by the Division of Audio-Visual Instruction,

At present each in-school television operation is trying feverishly to produce with a limited budget all of the courses which it needs. This makes no more sense than it would for each school to try to produce all of the textbooks and films it needs. It will always be necessary and desirable to produce some courses of purely local interest. But in many instances, it matters little whether a course is produced in Boston or San Francisco if it is of superior quality.2

In his history of the development of CCTV Gumpert summarizes the importance of the introduction of the videotape recorder:

Before 1956 one of the problems which surrounded the efficient utilization of closed-circuit television was the lack of an adequate and economical recording capability. Some larger installations did have kinescope :recorders at their disposal, but obtaining final prints was slow and results were inferior to film. The lack tor an adequate recording capability affected every potential user of television. In 1953 Bing Crosby Enterprises (displayed a prototype of a videotape recorder; a non-

1ETV: The next 10 years, p. 181.

2Division of Audio-Visual Instruction Service, Natlional Education Association, Opportunities for Learning; Gul-delines for Television. Report of a seminar held at NEA headquarters, May 16 -18, 1959 (Washington, D.C.; National Education Association, 1960), p. 40. filmic device which used tape similar to audio tape;but the model as not yet perfected for productionand distribution. The Ampex Corporation demonstrated the first production model of a videotape recorder at theChicago convent on of the National Asscciation of Broadcasters in 1956. Yn November, the Columbia Broadcasting System in Hollywood began using the videotape recorderfor network delayud broadcasts because of the timedifferential between the East and West coasts. The first ETV station to use videotape was WGBII, Boston, in June1958. In 1959 the University of Texas became the first university to utilize video recording for closed-circuitinstruc- tion. The advent of tape must be considered an importantbreak- through for televised instruction. Here was a means for recording and immediate playback with the impact of a live transmission. In addition, videotape was erasable and reusable. With the ability to pre-record lessons, quality control became possible. A lesson could be evaluated, analyzed, tested, and produced again,if needed, before being used in the classroom. Videotape allowed for the repeatable playback of lessons.... Lessons could be produced once, but used forseveral years, thereby reducing someinstructional costs. The use cf videotape also allowedfor the exchange of lessons between institutions possessing videotapefacilities.1 The Ford Foundation, through the Fund forthe Ad- vancement of Education, eventually equipped everyeducational television station with hardware for videotapereproduction.

This widespread introduction of videotapeequipment made possible'not only the sharing of localprogramming, but the re-broadcast of programs to meet individualclassroom needs.

1Koenig and Hill, pp. 174-75.

70 /12

Faith in Television as an Instructional Tool

In her history of the development of ITV Taylor

writes that "by the end of the 1951? -'-S, ITV trends were

clearly established and th-ere was no longer an question of

whether to use TV-,--bUt rather how to use TV ineducation."1

Therei.s---C'Onsiderable evidence to support her statement.

In a 1958 appraisal of television in instruction,

the Department of Audio-Visual Instruction of the National

Education Association expressed this faith in television as

a teaching medium: Used in the classroom, television can be a powerful means of communicating knowledge and attitudes, helping to provide pupils with an improved environment for learning. Exposure to television does not in itself constitute education. But televised experiences, properly applied in the total teachinglearning process, can make substantial educational contributicns.2 Robert Hilliard, then of Adelphi College, and later Chief of the Educational Broadcasting Branch of the FCC, observed that:

Those who feared that television would become an insur- moL:ntable mechanical barrier between the teacher and student ... are generally changing their minds, much like those who had the same doubts about the potential destruction of education by ... the printed bcok.3

1Koenig and Hill, p. 143.

2Department of. Audiovisual Instruction, National Education Association, Television in instruction; An appraisal (Washington, D.C., National Education Association, 195-3T- 3 Robert L. Hilliard, "The College aids the high school through television," High School Journal, XLI, No. 5 (May 1958), 206.

.. .71 J Hull summarized his findings as follows: Educationa3 television's potential benefits to U.S. citizens are almost immeasurable. They could now be viewed in terms of alternative program choice, opportunities for formal and informal adult education, out- of-school children's programming, as a method of meeting the new quality and quantity needs of schools and colleges in terms of formal instruction.... The problem no longer is whether to use ETV as a teaching instrument. The new questions are rather "where" and "when " "for whom" and "how often" and "in what context.i The amount of research that was conducted to determine the effectiveness of television as a teaching tool is staggering. Much of the research was conducted as a requirement to receive Ford Foundation funds, either through the

Fund for Adult Education or the Fund for the Advancement of.

Education. In 1960 Wilbur Schramm undertook the formidable task of comparing over 400 research studies of theeffectiveness of television in instruction.His conclusive findings may be summarized in the following quotes fromSchramm's report: There can no longer be any doubt that students learn efficiently from instructional television. The fact has been demonstrated now in hundreds of schools,by thousands of students, in every part of the United States and in several other countries. The list of subjects which schools and colleges have been able to teach effectively by television includes: arithmetic, algebra, geometry, calculus, accounting, consumer matherutics, physics, chemistry, biology, physiology, generalscience, engineering, psychology, sociology, anthropology,

1ETV: The next 10 years, p, 345.

72 411

government, history, economics, electronics, humanities, art, music, philosophy, literature, spelling, physical education, reading, writing, social studies, health and safety, driver education, Spanish, French, German, Rus- sian, English, typewriting, ane slide rule. Over all this list, the conclusion of testers, school administrators, teachers and students alike has been that the average student is likely to learn about asmuch from a television class as from ordinary classroommethods. In some cases he will learn, more, and in some less, but over-all the conclusion has been "no significant difference."' Instructional television is at least as effective as ordinary classroom instruction, when theresults are measured by the usual final examinations or by standardized tests made by testing bureaus Employing the usual tests that schools use to measure the progressof their students, we can say with considerable confidence that in 65 percent of a very large number of comparisons, between televised and classroomteaching, there is no significant difference. In 21 percent, students learned significantly more, in 15 percent, they learned significantly less from television.2

It [ITV] is very good at brinqingdemonstration the classroom.... It lets a school or a college share its best teachers, rather than rationing them. It provides a change of pace, often a lift, for the classroom. It brings a sense of timeliness to classes wherethat helps. It concentrates attention.3

Office of Education Studies

In the light of this faith in educationaltelevision and the problems which hindered the further developmentof the medium, the Educational Media Branch of the U.S. Office

1ETV: The next 10 years, p. 52.

2Ibid., p. 53.

3 Ibid.,p. 67.

73 45 of Education, under the direction of Dr. C. Walter Stone sought to answer some of the problems confronting educational television. In late 1960, the Off:ce of Education commissioned four comprehensive studies of educational television.

In Educational Television: The Next Ten Years, a volume which includes reports on these studies, Wilbur Schramm outlined the Office of Education project:

One of these [studies] was designed to survey the plans of educational institutions, systems and communities for the use of educational television, to estimate the channel allocations these plans would require if carried out, and to make engineering studies as to how these needs might be met. This study was contracted to the National Association of Educational Broadcasters....

The Office contracted a second study to personnel at the University of Nebraska. This was to survey the needs and plans of educational systems and institutions for exchange of teaching materials on television, and to make recommendations as to how the indicated needs could be met....

A third study was assigned to the Institute for Com- munications Research, at Stanford.The task was to look at the future of educational television in a more general way than either of the other studies. It was to consider the problems of financing, educational television, of raising program quality, of training adequate man- power, of the future instructional uses of television, of designing and equipping schools for television.

The fourth contract was placed with the National Educational Television and Radio Center, and provided for a study of the audiences of eight educational television stations in six different situations throughout the country.... Finally the Office asked its Educational Media Study Panel to hear testimony on the problems and potential of television from a number of distinguished and informed citizens, and on the basis of that testimony and the

74 /16

three studies to make some recommendations concerning "the next ten years" of educational television.'

The reports of these studies had a definite impact upon the development of educational television in general and upon the beginnings of Instructional Television Fixed

Service in particular. On the one hand, the NAEB study on needs of education for channel allocations documented the needs of education, particularly in-school formal education, for television channels. On the other hand, Town, Maloney and Donner, Greenhill and Carpenter, working on the Stanford study, offered creative technical solutions to problems of spectrum saturation. The type of solutions proposed in their studies embraced some of the basic technical aspects of 2500

MHz television as finally conceptualized by the FCC. The inclusion of these findings in the formal recommendations of the Educational Media Study Panel brought both the needs and the proposed solutions to the attention of educational leaders and of the related government agencies, the Office of Education and the FCC.

NAEB study William G. Harley, President of the National_Asso- elation of Educational Broadcasters, submitted in November

1960 a statement to the U.S. Office of Education in which he

1ETV: The next 10 years, Preface, pp. viii-ix.

75 I47 outlined the problems of determining the-needs of education for use of space in the television spectrum. In his summary statement Earley outlined the problems of ETV and ITV:

At present education has a total of 267 reservations, of which about one-third are VHF and tw7)-thirds are UHF- - for the reception of which there .are few receivers. In many major cities, education was assigned only VHF frequencies. The failure of UHF to develop commercially has made it virtually impossible to establish educational television stations on UHF channels in these VHF areas. If more VHF. channels are made available, it will be important for education's needs to be presented whenever there is an opportunity for a VHF assignment.

Moreover, there appear to be growing needs for more reservations in the UHF band to serve the needs for multiple channel assignments in metropolitan areas and to fill out the coverage pattern for developing statewide and regional educational television networks. Many channels will be required to serve future television instructional needs and thorough planning should be done by educators in order to insure that these requirements are met. The Federal Communications Commis- sion is under constant pressure for channel space in a spectrum already crowded and pressure can be expected to increase. Plans for activation of existing reserved channels and requests for additional channel space should include documentation that is as specific and definite as possible.

Determination of spectrum space assignments will have to be made by the Federal Communications Commission on the basis of total needs. In such considerations, it is imperative that the total needs of education for specialized instructional services, networking, and general cultural programming--present and future-7be artic- ulated. It cannot be expected that the Federal Communi- cations Commission should think these problems through and provide its own blue print for an adequate educational television service for the nation. It is the educators, together with the pioneers in the educational television movement, who need to study the educational television requirements of the future.When needs are known, the proper technical planning can be done and

;76 48

the commission can have at its disposal evidence in a form most useful for assisting in its spectrum space de- terminations.'

In order to document these convictions the NAEB proposed an exhaustive survey of the use and development of television as a basis for projecting the needs of education for television channel allocations. The survey, supported by Title VII, Part B of the National Defense Education Act, was authorized January 1, 1961. Specific objectives of the NAEB study were the following:

1. To determine within a reasonable approximation the needs of education, on all levels, for television spectrum space during the next 10 to 15 years, as a basis for determining an adequate system of educational television channel allocations.

2. To appraise the practical potential coverage of the present educationally reserved channels. From this base determine a table of assignments that will provide a comprehensive primary service to education, established to furnish a basic single national educational coverage compatible with the greatest receiving potential of each community.

3. To determine, from the preliminary data, the variable needs of the different localities for multiple channel use for educational purposes during the next 10 to 15 years; and to support these findings with the determination of a system of allocations which can meet such needs as they occur.2

The consult!_ng engineer firm of Jansky and Bailey was engaged to work with the staff of the NAEB to study the

1Quoted in Needs, p. 8.

2Ibid., p. 11.

77 49

adequacy of reserved channels for haffdling established

educational needs, to determine channels available under

existing 'rules that could be added the reserved list for a primary nationwide service, and-to specify additional

channel allocations necessary to answer the established needs

of education.

The NAEB staunchly reiterated in its report that

"the primary educational television channel in a community be available ... in the Very High Frequency band."1 Their

reasons for this insistence were the facts that most of the

large population centers are geared for VHF reception," and

that VHF "offers greater service coverage at less cost to television centers embracing several small towns and a large

rural one."2 This concern with the general public reflected

the long-time association of ETV broadcast stations with

adult education. The survey did acknowledge that The remaining deficit must be met with Ultra High Fre- quency channels, though the use of UHF for primary service is limited to those communities which are equipped for it. It is obviously futile to broadcast on frequencies which cannot be received by the community.3

In 'order to determine the projected needs for educa-

tional television of the total community, the NAEB surveyed

1 Ibid., p. 3.

2Ibid., p. 3.

3 Ibid., p.3.

78 50

five major segments of the educational community: (1) Col- leges and universities; (2) Local public school. systems;

(3) State departments of education; (4) Local civic and political leaders; (5) Active educational television stations. "Extended reports from three or more of these sources were received from all of thestates."1The NAEB summarized its findings as follows:

The compilation of the data showed a minimum need for 97 VHF and 825 UHF channels to be added to the presenting reserved 88 VHF and 187 UHF television channels. This makes a total of 922 channels added to the present 275 educational channels for a grand total of 1,197 channels needed for education.... A careful search of the table of allocations in reference to the indicated areas and scope of channel needs produced a table of "additional availability" of 48 VHF and 608 UHF channels, or a total of 656 additional channels that would fit the pattern of need.2 To a large extent, the number of ETV stations calcu- lated by the NAEB survey team reflected the insistence of educators upon multi-channel capability for in-school television.

Most of the.schools held that two or more channels were necessary to provide for complex schedules, the number of courses, and the various areas of service.... The number of channels needed by any school system, or complex of systems, depended not only on the size of the community but also ... on the scope of use planned. Method of instruction seemed to have some additional bearing upon multiple channel use. Where deficiencies

1Needs, p. 2.

Ibid., p. 5. .

are greater, and instruction by television is planned as total course presentation, or as regular systematic instruction on any basis, the need for channelS is greater. All these factors were included in the final project of total minimum needs for each stz,te.1 Again, the study concluded that:

For a number of reasons, the schools indicated a greater demand for multiple channels than did the colleges. Differences betwe n elementary and secondary instruction, and the added pressure of special education departments and junior colleges, combined to increase the need for flexible schedules and numbers of courses requiring simultaneous broadcasting.2 The educators' demands to multichannel capability, as echoed in the documentation supplied by the NAEB survey, necessitated some new approach to solution of the problem of channel allocation. In the formal recommendations of the

Television Advisory Panel of the U.S. Office of Education, based on the Office of Education sponsored studies, including the NAEB survey, the problem was stated unequivocally:

It is clear that the nature and magnitude of anticipated future needs should be made immediately known at the Federal Communications Commission; and that these recommendations should concern the full use and reservation of education's. share of all spectrum resources.3 Thefuture development of "open-circuit" educational television is limited by the channels available to carry its signals. It is imperative, therefore, that every

1 ..---__:bid. p. 4. 2Ibid., p. 4.

3ETV: The next 10 years, p. -8.

80 52 effort be made to reserve the necessary spectrum resources required by the anticipated growth and development of educational television.'

.Alternatives

The Office of Education studies offered more than documentation of the problems, however; other research proj-

ects looked to facilities and resources to solve the problems

of educational and instructional television in the next ten

years. In his study of "Allocations for Educational Tele- vision" George R. Town, Dean of the College of Engineering at Iowa State University, considered the alternatives at the

disposal of the FCC and education: 1. One possibility was to allocate more VHF channels.

While acknowledging "very substantial advantages" in the use

of VHF television, Town pointed to the problems of competi-

tion for limited VHF spectrum space. Commercial television had always expressed a need for more channels, especially for

VHF channels, he maintained, and "for an equal length of time

the FCC had been unable to grant these desires." Town flatly concluded that "the prospects of obtaining additional VHF

channels for television seem diminelec;d."2 2. Another option was to provide more stations on

existing VHF channels. Techniques were available, Town

1 p. 10.

2 Ibid.,p. 241. 53 noted, to permit a reduction of station spacings in some instances without a significant increase in interference. These techniques should not, however, be applied indiscrim- inately but only after a ease-by-case study of the problems which were involved. Neither should it.be concluded that the application of these. techniques would greatlyincrease the number of stations which can be accommodated in the existing twelve VHF channels. 3. All-UHF operation offered another alternative. The first objection to moving entirely to UHF was that VHF

"is well established": The viewing public in this country has purchased some 77,500,000 television receivers.... Most of these are equipped to receive VHF channels only.Television viewing has become a major avocation of a high percentage of Americans.... Does it seem probable that any group elected by the public or any regulating agency dependent upon such elected group for its supportwould tell the public that after such-and-such a date ... all their present television receivers would be useless, thatthe new receivers which they purchasedwould cost more and that, in most instances, poorer television, service would be obtained?'

Further, Town concluded that More stations are required at UHF than at VHF to cover the same area or to produce the sameservice; that the spacing between UHF stations cannot be reduced in the same proportion as the service rangeand that therefore more channels are required to serve agiven area;-and that because of local oscillator radiation andimage problf:Irs which are present at UHF ... the number of channels available for assignment in any given area is reduced.... Perhaps there are effectively not more than

1ETV: The next 10 years, p. 244.

82 54 twice as many or, as an extreme upper limit, three times as many UHF channels as VHF channels. In view of the ever increasing demand for television channels by both commercial and educational interest, it is therefore not technically sound .to abandon the VHF region. But the VHF and the UHF regions should be retained.'

4. Another alternative was to continue the status quo: continued random-mixed VHF and UHF operation. Looking

at the history of this system, however, Town, concluded that

Experience in commercial television broadcast over the past nine years has shown that while in an all-UHF area, commercial UHF television is a success, in the intermixed area, the UHF station ... operates at a great disadvantage, in fact, in an area with two VHF stations and one UHF station, the UHF station is almost certain not to survive.2 5. As a final option, Town proposed allocation of

channels for educational broadcasting. In determining the needs of education for television, he observed, "it is neces-

sary to look toward the future and not be restricted to

thinking in terms of the number of educational television

stations which have been established since 1952.3Looking

to the future, Town anticipated increased educational services and inceased,school populations. "It certainly does not seem unreasonable," he surmised,

that as some cities already see the need for two' educational television stations, many areas will eventually

1lbid., p. 245.

Ibid., p. 246:

3 ETV: The next 10years, p; 246.

83 55

need at least the equivalent ofthree VHF stations. Already some cities visualized theneed of six UHF channels and in some of the largestcities, studies indicate that educational televisjonmay well need 12 or morn UHF channe.ls. On the basis of this assumption, it is not unreasonable toexpect that within the next decade or so, educational televisionwill become as large a service as is commercialtelevision today.1

In view of the extensive needsof education and the

fact that "it is not at all reasonableto expect commercial

television broadcasting to vacatetheir present VHF space... what choice is there which willpermit educational television

to expand except that of usingthe UHF region?"2 In fact,

Town argued, the prospect of usingUHF for educational television had several merits:

1. In areas where the signalstrength is adequate

UHF television produces the bestpictures. High quality pictures are needed in educationaltelevision if it is to serve the needs of the schools.

2. While UHF television stations do not havethe range of VHF stations, they can havea greater effective range as educational television stations thanas commercial stations.

3. While it would not, beeconomically feasible to build really good television receiversfor the general public, schools could erecta high grate receiving system to

Ibid., pp. 246-47. 2 Ibid., p. 247.

84 56

pick up television signals for internal distribution through-

out a school building.

I. High quality preamplifie2s with low noise factors might be employed, installed at the receiving antennas rather than in the television receivers.

5. The use of high quality receiving equipment, especially antennas and preamplifiers, would extend the ef-

fective range of UHF stations. While such equipment would be too expensive to sell to the general public in a highly

competitive market, it would not be unduly expensive as part

of the television receiving equipment for a school. 6. The use of low-power on-channel boosters with highly directional antennas to extend service not throughout

all of a given area but rather toward specific educational

centers could also extend the effective range of UHF.1

Almost parenthetically, Town notes that

So far no mention has been made of the possibility of new thinking that would lead to radically different types of television and to new transmission standards.... No consideration has been given to the possible use of higher frequencies, in the microwave region or super high frequency region (3,000 to 30,000 Mc) for .educational television. Such frequencies are of great value for point-to-point communication, but they do not appear to be suitable for broadcasting. If microwave frequencies were used for educational television, they might be adequate for some type of in-school service.2

1ETV: The next 10 years, p. 248.

2Ibid., p. 249. 57 After a related discussion of technical alternatives,

Maloney and Donner, writing in the same volume, made a similar suggestion:

Low - power. UHF broadcasts directed to specific audiences for viewing within a limited area... is another matter... This kind of installation would be, in effect, closed circuit, since the signal would be receivable only within short range, and then only on UHF receivers.'

Federal Communications Commission

Staff members at the Federal Communications Commis- sion, including Dr. Lawrence T. Frymire, then Chief of the

Educational Broadcasting Branch, had long shared the concern of educators "that both the channel numbers available for education in the long range future, as well as the way in which they would most likely be used, was not going to satisfy the educators' needs over the years."2 The Commission, however, faced a dichotomy, expressed by McIvor Parker, then Supervisory Engineer in the Rules and Standards Division: The broadcast band is a unique service, not really designed for private use. It is one in which there are a great many receivers in the hands of the general public which are capable of tuning only to this band. While a private service can buy its own transmitters and receivers and put a channel anywhere in the spectrum, a broadcast station, to survive, must go on a channel for which the receivers are already in the hands of the public.3

1ibid., p. 203.

2Frymire, personal interview.

3Parker, personal interview.

86 58

The use of limited broadcast bands for a private service-- including education--represented to the Commission a misuse of the spectrum.

The Commission, therefore, sought the types of solutions to the problems of education that had been raised by

Town, Maloney, Donner and others. While staff members could determine methods of more effective spectrum utilization, however, they faced at the same time a problem of availability of hardware for formerly unused areas of the spectrum.

87 Design and Authorization of ITFS

Translator equipment

As educators pressed their demands for expanded channel allocations, new engineering techniqueswere being employed to extend the coverage of existing television channels, both commercial and educational. A persistent problem in signal distribution was "shadowing" caused by unusual terrain or by scattered clusters of population beyond the transmitter.' In order to extend the rar6., of a television transmitter to such shadowed areas "an economical means of 'filling in' or extending the coverage area of a highpower

VHF or UHF station is desirable."2 One solution to this problem, developed in the mid-1950's, was a low-power satel- lite station known as a translator. These translators, according to Kessler's definition,

are unique in that they merely "translate" the frequency of the parent transmitter to another channel to permit rebroadcasting the program on a very low power of either 1, 10 or 100 watts. In this way, the low-power translator provides a much stronger signal to the receivers

1ETV: The next 10 years, p. 321.

2Kessler, Fundamentals, p. 23.

59 88 60

in the weak-signal area withminimum picture degradation due to the close proximityof the translator to the TV receiversserved.' Adler Electronics, 'a smallmanufacturing firm in Ne:.

Rochelle, New York, was amongthe major producers oftrans- described in pro- lator equipment. The Adler equipment was motional literature as

an automatictransmitter which enablesisolated and fringe communities to enjoyTV picture reception equal in quality to that seen byviewers near main stations. Each Translator receivessignals from one originating station and converts them ...to a UHF (Ultra HighFre- quency) channel for rebroadcasting. Since each Trans- lator can transmit only onechannel, a separate unitis required for each channel....This transmitter is abasic part of the completeTranslator station.2 VHF receiv- The total Adler T2anslatorStation consisted of a ing antenna, a 10 watttranslator-transmitter, a 100 watt translator amplifier, UHF UnitizedTransmitting Antennas, 3 Interconnecting cables and accessories.

The unique feature of theAdler system was that, in instead of frequency modulation,which is normally used microwave service, this systemused a conventionaltelevision

signal in the 1990-2110 MHz range. This portion of the UHF band, reserved by the FCC fortranslator service, was de-

1Ibid., p. 23.

2Adler promotional brochure,"Adler Television Translator Systems," n.d., p. 3,

3 Ibid., p. 3.

89 61 scribed by Adler' as "remarkably free of interference."1

The technical characteristics are substantially the same as those of a regular television broadcast station. ,The visual carrier is amplitude modulated and the aural carrier is FM. The visual carrier is located at 1.25 mc above the lower edge of the channel and the aural carrier is 4.5 mc above the visual.

There are two departures from VHF TV broadcast transmitter practice: 1) the signal is modulated at a much lower frequency than the output and at a low level and hetero- dyned to the final frequency and raised to the ten watt power level. 2) The visual and aural carriers are combined early in the transmitter and carried together through the intermediate steps, of the final stage. The transmitter is thus simpler and the requirement for a diplexer to combine the outputs from separate visual and aural transmitters is eliminated.2

Translator television could be received on an all-channel television set or on a standard home set with a UHF converter.

For distribution within a building, "a UHF receiving antenna and a single UHF-to-VHF converter can be used to feed any distribution system.'3

The technical advantages of the translator system was described by Edward Galuska, an engineer with the Adler

Electronics firm:

In such a system, the TV signal as it goes along the relay chain is not subjected to demodulation and remodu- lation at each transmitter point, but merely undergoes frequency conversion.... The sound and picture information is not extracted or separated from the carriers.

1 p. 3.

2Byron St. Clair, "2500 Mcs. Instructional Tele- vision," TV and Communications, EMCEE reprint, n.p.

3 "Adler television translator systems,"p. 3.

90 62 changed. Since Only the frequencyof the carriers is picture degradation occursduring the most sound and deterioration of thesesignals separation process ... Pictures and soundof is held to anabsolute minimum. This, plus the the highest fidelityis the end result, aural and visualsignals arc carried fact that the simple, eco- through common units,permits the use of nomical, easilymaintainedequipments.' 300.translator By the early1960's there were over States and inforeign systems operatingthroughout the United 2 developed to a pointwhere local countries. The service had putting in their ownprogramming; groupsbecame'interested in at the time bythe local production,however, was prohibited service, classified as FCC which ruledthat the translator material that was onthe "non- profit" couldonly rebroadcast president of thefirm, along withother air. Ben Adler, actively engaged manufactures oftranslator equipment, was to authorizelocal programming, in trying toconvince the FCC financial support. Adler with its incumbentcommercials and that "with the optimistically advertisedto ETV interests which acceptsthe addition of an Adleraural-visual drive studio, a translatornan video and audiosignals from a

Educational Tele',iision .1Edward Galuska,"A Florida Paper prepared forAdler Eleconics, Rebroadcast Network," (February 35, 1960),-p. Inc., New Rochelle,New York 2 p. 2. held in Chester, 3Edward Galuska,private ini.crview Connecticut, August a,1969.

91 r--

63 broadcast local ETV programs when authorized to do so by the

FCC."1

A'.; the convention of the /itional Association of Broadcasters in 1961 Adler demonstrated his translator equipment. Staff representatives of the Commission, including McIvor Parker, saw the exhibit and questioned the Adler representatives about the capabilities of the system.2 It was

Parker who first envisioned Adler's translators as a viable

Solution to,the problem of channel allocations for education.3

Most of the educational users, he surmised, especially the public schools, operated over a limited range. All would have control over both the transmitting and receiving equipment. A school system or university, moreover, could afford the type of reception equipment that would make the 2000 MHz

frequency range impractical for the general public. As Town had pointed out earlier: It is not economically feasible to build really good television receivers for the general public. The schools, however, can erect a really high grade receiving antenna system to pick up television signals for distribution throughout the school.... Such equipment is too expensive to sell to the general public in a highly

1Adler promotional brochure, "Educational television for your community," p. 4. 2Galuska, private interview. 3Lawrence T. Frymire, private interview held in Chicago, Illinois, August 17,- 1969. 614

it is not undulyexpensive as competitive market, but school.' part of the televisionreceiving equipment for ,a

Translate:.' systemsfor education The translator systemoffered a type of "on air demands ex- closed-circuit" televisionthat could answer the television for pressed by in-school usersof instructional and economy. First, multi -- channelcapability, local control of both transmitting because the licenseewould have control able to design a total and receivingequipment, he would be "Through system taking fulladvantage of carefulengineering. transmitter power the use of directionalreceiving antennas systems engi- limited to coveragerequirements and proper 2 specific area." neering, many systems canbe installed in a in adjoining areas The possibility ofre-allocating channels saturation and allow would eliminate theproblem of spectrum single licensee. the assignment ofseveral channels to a and Second, "the necessityfor a special antenna location provides multi-channel converterat each receiving Such privacy would a degree aftransmissionprivacy."3 content and further, facilitate local controlover program

1ETV: The next 10 years,p. 248.

Betty McKenzie, ed.,Instructional broadcasting, Proceedings of TheNational Associationof Eduoational Broadcasters Conference,May 13-15, 1963. 3 Kessler, Technical Requirements, p.2.

93 65 "Since each locality, over schedulingto meet local needs. schedule is uniqueand student body,curriculum and time instructional televisionis as different, localcontrol of other facets ofthe important as localcontrol of the many instructionalprogram."' in Third, the translatorsystem would offer economy television and in terms of spreadingcosts of instructional Speaking of the necessityof terms of equipment.costs. instruction, Lapinob- spreading the costsof television

served: which instructional televisionare present Many costs of the of the number ofstudents receiving are independent other, prepara- lesson material. These include, among of the programmaterial; operation tion and presentation teacher; andmaterial of the TV studio;time of the TV classroom teacher incoordinating her les- to assist the These costs are sons with thetelevision instruction. teaching job is to beperformed. high, if a quality can be justi- Usually, the only waythat this high cost available for alarge fied is to havethe material number of students.... the television A method must beutilized to distribute separated buildingshousing the re- signals to other, method student population. A distribution mainder of the originating is almost alwayspreferable to duplicate school building,since each duplicate facilities in each would be result in costswhich probably facilities would received.2 out of proportionto the benefits translator system. Moreover, equipmentnecessary for the systems andinstitutions. would offer furthersavings to school ti

1Lapin in Proceedings,p. 67.

2Ibid., p. 67. 66

Directing antennas and receivers could concentrate the power of a very low power transmitter, eliminating the necessity of cost hi ;n power equipthent and elevated antennas. A high gain receiving antenna, directed towards the transmitter, could collect much more energy than the conventional television. As a result of this combination a low cost 10 watt transmitter could provide the equivalent of several kilo- watts.1 Since standard television signals would be received at each school, only a frequency converter and antenna would be required for the building. A single converter and antenna would feed into a wired internal distribution system which would carry the signal to individual classrooms for reception on standard television sets. School systems would therefore be able to make use of two types of equipment many schools already owned--closed circuit internal distribution systems and standard television receivers.2 Within a month of the demonstration and discussion at the NAB convention, the FCC contacted Adler to see if he would be interested in conducting an educational experiment with his translator equipment.3 For a demonstration location, the Commission looked to New York State where the

a . NcIvor Parker, private interview held in Washing- ton, D.C. January 2, 1970. l

2Ibid.

3Ibid.

9.5 67

State Education Department had been actively involved in funding programs in instructional television for several

years. Ccrtland, New York, had a nlosed-circuit system

linked by very costly telephone company cables. Stanley Lapin, representing the Adler firm, visited the State De-

partment, explained the translator equipment, and attempted

to arrange a demonstration at Cortland. When a political complication involving a state contract with the telephone

company arose, no experiment wasscheduled.)

Plainedge Demonstration

The Union Free School District #18 at Plainedge,

Long Island, was ready, however. Plainedge had been inter-

ested in television from its inception so, when the Plain-

edge High School was built in 1958, the studio was built

into the school.2 In 1962 the system was operating with its own industrial cameras, each with its own generator. The

video signal was carried from studio to classroom via cable, while the audio portion was picked up and distributed through

the school's public address system. Reception was predict-

ably unsatisfactory. Dalton Levy, Director of Audiovisual

Services, expressed his concern:

1.Raymond W. Graf, private interview held in Albany, New York August 27, 1969.

2 / Dalton Levy, personal interview held in North Massapequa, Long Island, New York July 31, 1969.

96 68

During the initial stages of production, we realized that a televised picture somewhat similar to that produced on commercial stations would be required. Stu- dents were accustomed to professional programming. Local productions below these qualifications decreased students' learning and retention capabilities.1

In understandable search for an improved television facility, Plainedge applied for a grant from the New York State Depart-

ment of Educatien.2

Subsequently, the Plainedge system came to the attention of the Adler officials, still looking for a place to demonstrate their wares. Levy, faced with a problem of con-

necting seven .uildings within, the Plainedge district, was

looking for a solution to his own problems. After a brief

conference with Adler, Dr. John A. Rinehart, Superintendent C) of Schools, and members of the Plainedge Board of Education gave official approval for a public demonstration of the

Adler system in the Plainedge school district.3 Together with Levy, Adler applied in January 1962

for an experimental permit to relocate Adler's existing translator system from the Adler research facilities in New

Rochelle to the Plainedge school district. The Construction

1Dalton Levy, "Operational ETV on 2 Km/c," Educa- tional Se. een and A-V Guide, Adler reprint, n.p.

2Levy, personal interview.

3 Levy, "Operational' ETVon 2 Km/c."

97 It

69 1 on January 25,1962. Permit was approvedby the Commission described in theFCC "Notice The systemdesigned by Adler was ITFS a5 follows: of ProposedRule Making" on Free SchoolDistrict With the cooperationof the Union York, an experimentalsystem has been Number 18 of New New York, with established atPlainedge, Long island, operating in the channel2008-2014 Mc/s. a transmitter and provides 10 wattspeak power output The transmitter output is aural power. The transmitter 1 watt average transmitting antennas, fed into twobroadbeam directive Building, 72 feet mounted on thePlainedge High School aimed in approximatelyopposite direc- above ground, and radiated Each antennaprovides an effective tions. excellent signalis provided power of136 watts and an through individual schoolbuildings scattered to seven building, a singlereceiver- the town. At each school the 2,000Mc/s converter is installedwhich picks up 6 and feeds itinto a signal, convertsit to Channel to the distribution systemwhere it goes master antenna conventional TV individual classroomsfor display on receivers.2 technical specifica- Stanley Lapin, whohad worked on the later describedthe tions for thePlainedge demonstration, installation in greaterdetail: installed at 2,000 megacycletransmitter was A 10-watt, converters wereinstalled the high school,and receiving other seven schools,on anexperimental at each of the in the studio con- The unit is located basis. transmitter isinstalled in trol room,aexciternd.the 10-watt backstage at thehigh schoolaudi- an available space is only about20' x 20" x40", torium. This transmitter It operates un- and draws only800 watts of AC power. attended.

Commission files. 1.7ederal Communications

2 Commission, DocketNo. Federal Communications 621863,. adOPted. 14144, Notice of ProposedRule Making, FCC July 25, 1962, p. 3.

98 .-1-.-rxr-tr,

Because of the shape of theschool district, long and narrow, a bi-directionaltransmitting antenna was utilized in this installation. It is composed of an array of eight simple corner reflectors. The net result is an effective radiated powerof 136 watts in a northerly direction, and 136 watts in asoutherly direction....

At the seven receivingschools, receiving antennas and converters were installed. The converter output, on Channel 6, was fed into thedistribution system in each building, together with the off-airsignals of the seven New York City VHF televisionstations. Different style receiving antennas wereutilized at the seven schools dependingon'the distance of each school from the transmitter. At nearby schools, a simple corner reflector antenna wasused. At schools a little farther away, use was madeof an array of two corner reflectors. At the Northedge Schools,farthest from the high school transmitter, a4-foot parabolic antenna was utilized.' The Plainedge demonstration wasbilled as a gala event for the instructionaltelevision industry. Commis- sioner Robert E. Lee of theFCC and an audience of200 school mili- administrators, audiovisualspecialists. broadcasters, tary personnel, staff membersof the Department of Health, Education and Welfare as well asof the FCC, converged on

Plainedge on June 39,1962, to witness the firstin-school 2 demonstration of the newfacility. Ray Graf of the New

1Stanley P. Lapin, "The On-Air,Closed Circuit Method of InstructionalTelevision Distribution," inInstruc- tional Broadcasting, proceedingsof the National Association of Educational BroadcastersConference, May 13-15, 1963, University of Illinois(Washington, D.C.: National Associa- tion of Educational Broadcaster,1963), p. 69. 2Dalton Levy, "Operational ETV on2 Km/c," Educa- tional Screen and AudiovisualGuide, Adler Electronics reprint. 71

York State Department of Education later recalled that

"Adler provided the equipment, Levy the cookies, and all

enjoyed a.twenty-minute "Parlons Francais" film, all the time lauding the system that had carried both audio and

visual signal a distance of N. miles.1

Commissioner Lee, addressing the assembled viewers,

optimistically observed that "the prospect of in-school television at a price that most s'chool systems can afford is tremendously heightened by the potential offered in the band of frequencies between 1990 and 2110 Mc. You may be assured, he told his audience, the Commission is giving most careful scrutiny to the possible development of this band of frequencies."2The Plainedge experiment was, in fact, a technical success. School Superintendent Rinehart enthusiastically reported that

This is a tremendous breakthrough in coordinating individual school buildings with the studio. The operation of the equipment has been perfect and, moreover, it is extremely economical to maintain.3 Though problems arose, most were caused by the studio equipment rather than the Adler transmitters and receivers. A

1Graf, private interview.

2Robert E. Lee, Remarks delivered at the demonstration of on-air closed-circuit 2,0GC megacycle ETV (Plainedu,,

Long Island, New York, June 14, 1962). (Mimeographed.) .

3Superintendent John Rinehart, quoted in "A new concept in television for education," Litton Industries promotional brochure, n.p.

100 72' that he "found month after thedemonstration Levy reported continuation and enthusiasm runningextremely high for the disseminating ETV expansion of thisinexpensive method of Later, Levy recalled programs withinthe schooldistrict."' signal, lack of that several problems,including poor video equipment, switching and fadingequipment, and video tape of the 2000 MHz occurred simultaneouslywith the installation television at Plainedge system; because ofthese problems' "though the Adlermicrowave was not alwayswell received system worked toperfection."2

Establishment of ITFS(Docket No. 14744)

Proposed rules Commissioner Lee hadtold his Plainedgeaudience in month [the FCC] June that "it isexpected that within the proceedings looking will promulgate thenecessary formal service on a regular toward the inceptionof this type of actually privatecommunication basis."3 The new service was the province ofthe and as such 'wouldhave come within Commission. Safety and Special RadioServices- Bureau of the

_ . . 1 to the FederalCommunications Statement presented No. 14744. Commission by Dalton Levyin support of Docket (Mimeographed.)

2Ibid. 3Lee, "Remarks," p.5.

101 73 how- involved withthe preliminaries, Since Parkerhad been identified as a"supplementary broad- ever, theservice was The the FCC-Broadcast Bureau. cast service"and sent to proposed rulesto govern the task fell toParker to draw up Parker are technical rulesproposed by service.'The highly "Notice of ProposedRule- summarized inthe Commission's

making" datedJuly 25,1962: fixed serv- amultiple-address The serviceis classed assupplement to theeducational ice and willoperate as a will be service. The service televisionbroadcasting Commission Rules. The Part 4 of the in administered under meet the needsof educators rules aredesigned to consist of .a The simplestsystem will several ways. or stationstransmitting centraltransmitting station to one or mo2e instructional andcultural material If for use inclassroominstruction. school buildings at otherselected can alsobe located needed, receivers the homes ofindividual students. locations including or theextent the natureof the terrainimpossible to pro- In some cases, will make it to be served location. of the area service from asingle central vide the needed transmitters willbe licensed as In suchinstances, locations to serveareas "repeaters" placedat strategic In some served by thecentral station. that are not interconnectsystems oper- will bedesirable to different areas it jurisdictions oroperated in ated bydifferent The ruleswill permit areas bythe samejurisdiction. to intercon- transmitters asrelay stations the use of Finally, there maybe a needto nect suchsystems. carried by theschool deliver theinstructional proGrams broadcasting educational orcommercial will system, to an system. The rules station to theclosed circuit provide forsuch use.2

1Parker, privateinterview. Making, DocketNo. 14744, 2Notice ofProposed Rule pp. 4-5.

102 74. standards, Parker'sproposed With regardto transmission station existing televisionbroadcast rulescalled for service. Thisstandardization standards toapply to the new TV re- permitted the useof conventional of transmission programs inindividualclassrooms. ceivers fordisplaying the broadcast proposed somemodifications of The Commission Rule- the Noticeof Proposed standards, alsoexplained in

making ofJuly 25: the morestrict possible torelax some of We It may be stations mustobserve. tolerances thatbroadcast tolerance; proposed a lessstringent frequency have ... ratio; lessattenuation aural tovisual power the a lower considerablelatitude in of spuriousomissions; provision forremote con- choice ofpolarization; and, operation of thetrans-: casesunattended trol and in some intended toreduce thecost These measuresare mitters. of thesestations.' of installationand operation use, Parkerproposed Analyzing theexisting spectrum Plainedge experi- band, inwhich the that the1990-2110 MHz This reserved forthe newservice. ment wasoperating, be as theBroadcastAuxiliary 2000 MHz band,commonly known links (STL)and studio-to-transmitter band, was.occupied by rules 2 Parker's draftof proposed inter-city relaysystems. moved to anotherpart of the called for theSTL's to be provide withinthe reserved microwave speCtrum;this would

1Ibid., p. 5.

2Parker, privateinterview.

103 75 television channelsfor a geographic spectrum 20six-MHz wide 1 region. in reviewingPar- The Office ofthe Chief Engineer, instead the2500-2690 MHz ker's draft,proposed reserving InternationalControl and band, previouslyallocated to 2 Since industrial useof the Operation Fixedstations. Engineer proposed a 2500 MHz band waslight, the Chief industrial userswould share the shared planwhereby the those serviceswould be band but no newauthorizations in The ex- granted after the newservice wasregularized.3 MHz band wasthat it would pressed advantageof the 2500 signals ratherthan provide 31 standardsix-MHz television 4 the 20 availablein the 2000 range.

Notice of ProposedRule Making Rulemaking of July25, In its Noticeof Proposed from educational 1962, the Commissioninvited comments with specialreference to interests on theproposed rules, of this kind,the number of "contemplated usesfor a service single system,typical channels that mightbe needed in a

See Appendix Docket No.14744, 2Notice of ProposedRule Making, p. 2. 3 Parker, private interview. Making, DocketNo. 14744, 4Notice ofProposed Rule p. 2. 10 76 areas to becovered, the kinds. of material.that may be transmitted over the system,the extent to which intercon- nection of systems maybe employed'(and) time schedulesof when such service mightbeinaugurated."1Television broadcast interests wereinvited to comment on "thefeasibility of the proposed sharingof this band with TV auxiliaries, the extent to which theywill cooperate in planning and engineering their auxiliary systemsto permit the fullest use of this bandboth by broadcast auxiliariesand educational fixed systems, theadvantages or disadvantagesof employing 6 Mc/s channels withsuitable equipment for broad-

cast auxiliary purposes,and other matters of concernto 2 broadcasters."

Selection of 2500 MHz band In its Report and Order onDocket 14744 the Commis-

sion noted that "the list ofeducational organizations and

institutions which enthusiasticallyendorsed the proposed

new service isimpressive."3The majority of the comments submitted by educational interestssimply supported the establishment of the new service. Although some groups

1 Ibid., pp. 5-6.

2 Ibid., p. 6.

3Federal CommunicationsCommission, Docket No.14744, Report and Order, FCC 63-722, adoptedJuly 25, 193L p. 2.

105 77 recommended other modification of the proposed rules, the

majority of the educational groups

expressed no preference for one or the other of the alternate frequency bands proposed. In most, cases where a preference for the'2500-2690 Mc/s was indicated it was based simply on the fact that it contained 31 channels as compared to the 1990-2110 Mc/s band which contains only 20 channels. Where a preference for the lower band was indicated it was based on the current availability of equipment and the fear that there would be delay in development of suitable equipment for operation in the upper band.1

The majority of the comments'submitted by broadcast and manufacturing interests, on the other hand dealt with the problem of frequency band selection. Arguments for the

2000 MHz band were forthcoming from the manufacturers of translator equipment who maintained that the adoption of the

lower frequency band would insure prompt utilization of the service since several manufacturers were producing microwave equipment capable of transmitting television signals at this

frequency. Modifications of existing equipment would be necessary for the new service, but these modifications would be minor; equipment would be available immediately

after adoption of the rules. Further, they argued, omnidi-

rectional antennas, corner reflector antennas and parabolic

antennas would be readily available in the 1990-2110 MHz

band, whi):1 only parabolic antenna were available in the

1 r. Ibid., p.4.

106 78

2500-2690 MHz level. The necessity of producing newequip- ment in the 2500 MHzband, they maintained, would be expensive. Lapin quoted several specific figuresto document his allegation of higher expensesin the 2500 MHz range: Equipment operating in the2500-2690 Mc band ... would be considerably more expensivethan equipment operating in the 1990-2110 Mc band. A leading tube manufacturer has furnished information thatthe cemmonly utilized tube in these equipments ... has anefficiency at 2700 megacycles which is only 1/3 of theefficiency of this same tube operating at2000 megacycles. Such a substantial drop in the efficiency ofoperation of this tube means either utilizing agreater number of stages in the equipment, or going to tubeswhich cost more than three times as much.... In addition to the power amplifierstages, the higher of the two proposed frequency bandsrequires the use of higher cost tubes in many othercircuits of the transmitter, and likewise imposesadditional cost on the receiving converters necessary ateach receiving point. It is estimated that a transmitteroperating in the 2500- 2690 Mc band may cost 50% more than oneoperating in the 1990-2110 Mc band.2 Proponents of the 2500 MHz frequency,on the other

hand, pointed out that,although no suitable equipment was being designed or manufactured atthat band, there would be

only a short time lag beforethe equipment could be made available; this time lag could notbe considered to be a

1Ibid., p. 5. 2Stanley Lapin, "Proposed EducationalUses of the 1990-2110 Mc Band," remarks deliveredat the 38th Annual Convention of the National Associationof Educational Broad- casters, Philadelphia, Pennsylvania,October 211, 1962. (Mimeographed.) 79 equipment deciding factor. "Manufacturers stated that such would pursue such could be developedand indicated that. they 1 developme:li, if theservice were piLced in the upperband.

Further, these manufacturerscontended that the 2500 MHz equipMent, when it wasproduced, would actually servebetter the ultimate purposesof the new service. In summary, the

Commission rules. that:

Although equipment suitablefor use in the. 1990-2110Mc/s band has been developedand produced by at least one manufacturer, there would be atime delay before the equipment Could be produced inquantity either by the others entering thefield.... present manufacturer or in- In any event, commentsfrom the various educational terests indicate that systemplanning and resultant budget problems inconnection with the provisionof instructional televisionwill induce a delay inactual operational implementation. Consequently, we do not regard the manufacturing"time lag" as being ofparamount frequency or overridingimportance in selecting either band.2 One factor supportingthe selection of thehigher frequency band was the fact thatits use by Operational 90 out- Fixed Services was light. There were approximately of the Rule standing authorizations forthe band at the time Making; theSe were judged to notinterfere with the educa-

tional purposes envisioned bythe Commission. The Commis- by other sion held that "the relativelack of use of the band systems (would) decrease, foreducational users, the

1Report and Order, DocketNo. 14744, p. 3.

2Ibid., p. 5.

108 So engineering burdens of providing interference protection to other systems in thisband."1

As for the cost factor, the Commission maintained that costs would be reduced by the very fact that the market for this new type Of equipment would be expanded. "The cost differential would be reduced by the added marketing incentive to develop equipment in the 2500-2690 Mc/s band."2

A few comments submitted to-the Commission suggested that the anticipated needs of education warranted the reservation of both the 2500 and 2000 MHz bands. Dr. Lyle W.

Ashby, Deputy Executive Secretary of the National Education

Association testified that:

The National Education Association supports the Commis- sion's proposal to establish a new class of educational television service to be used primarily for the transmission of instructional and cultural materials to multiple receiving locations on channels in the 1990-2110 Mc/s and 2500-2690 Mc/s frequency band.3

In the light of conflicting testimony, the Commission ruled that the resendld channels would fall within the 2500-

2690 MHz band. In explaining its action, the Commission reported:

1Ibid., p. 5.

2 -bid.,, p. 5. 3Statement submitted to the Federal Communications Commission by Dr. Lyle W. Ashby in support of Docket No. 2_4744, November 19, 1962, p. 1.

1n 81

(After considering theaforementioned comments) itis charac- the Commission'sbelief that, since propagation teristics are essentiallythe same in either band,and because the new service canbe implemented withthe least disruption toexistingscievices, the instructional television service shouldbe established in the2500- The relative lack of useof the band 2690 Mc/s band. users, by other systemswill decrease, for educational the engineering burdensof providing interference protection to other systems inthis band. The wider band will provide opportunityfor 31 television channels as opposed to 20 in thelower band, thus meetingthe criteria for expansion andfacilitating system design. It differential is the Commission'sopinion that the cost would be reduced by theadded marketing incentiveto develop equipment in the2500.-2690 Mc/s band.1

Review of band use A compromise was reachedin order to protect the in the interests of the OperationalFixed Services operating services could 2500-2690 MHz band. For the time being, such of three continue to operate withinthe band; at the end use of the years a review wouldbe made of the educational given at band. If use justified,consideration would be that time to a proposalto reserve the bandexclusively for. MHz band ITFS. In the interim,industrial users of the 2500 specifica- would be required to adhereto the same technical

tions as the new educational users: Because we have no firmfoundation on which toevaluate the ultimate needs ofthe proposed service, arealloca- tion of the 2500-2690Mc/s band from theoperational fixed service to instructionaltelevision is not being enacted at this time. Instead, the Commission is

1Report and Order, DocketNo. 14744, p. 5.

110 82

providing a three-year period during.which no new operational fixed systems will be authorized in the 2500-2690 Mc/s band, except as follows: Modification or expansion of existing systems will be permitted; and persons eligible for operational fixed st-vtions in this band may use the band for television transmission if the technical characteristics of the equipment meet the technical standards set forth in Part 4 for instructional television fixed systems.' This technical restriction was necessary because, under ordinary circumstances, the bandwidth occupied by the industrial users would be wider than the 6 MHz occupied by the audio and videb signals authorized for ITFS. Failure to comply with the FCC standards for ITFS would cause unnecessary interference from industrial users.2

Educational uses A second question considered by the Commission in its Rule Making concerned contemplated uses for the new service. Parkerts draft proposed that permissible service include transmission to public and parochial schools, college and university buildings, hospitals, nursing offices, business estab- lishments, industrial plants, private homes, and other similar'places, for the purpose of formal education, in-service training, instruction in special skills and safety programs, extension of professional training, keeping professional and semi-professional persons abreast of current developments in particular fields, and other similar endeavors. During periods when the circuits are not being used for the foregoing purposes,

1 R port and Order, Docket No. 14744, p.6.

2Parker, private interview. 83 traffic may betransmitted. However, administrative not television fixedstations will be educational of handlingadministra- authorized forthe sole purpose tivetraffic.1 whether the considered by theCommissioners was The question limited toinstructionaltelevision service wouldbe strictly be permitted. types oftransmission would orwhether other decision, the usesof the service In acompromise policy Accord- "primary" and"secondary" types. weredivided into Rules and Regulationsthe ing to Section74.931 of the FCC defined as follows: primary purpose'of ITFS is stations areintended Instructionaltelevision fixed transmission of provide a meansfor the primarily to in visualform with instructional andcultural material receiving lo- aural channelto specified an associated of providing aformal cations for theprimary purpose enrolled cultural developmentto students education and private schools,colleges and in accreditedpublic and universities. (Italics mine)2 thus strictlylimited in the The primary useof ITFS was instruc- This insistence ona primary original RuleMaking. those who couldapply for tional purpose wasto distinguish from those whomight incidentally and hold anITFS license existing channel. The Commission use or borrowtime on an "to fit theexpected foresaw difficultiesin being able service into theavailable demand for theproposed new

Rule Making;Docket 1Appendix toNotice of Proposed No. 14744 p 3. Commission, Rulesand Regu- 2-FederalCommunications lations, Section74:931.

112 84 spectrum space," and concluded "it would not be in the public interest to create a demand far in excess of the capacity of theband.° On the other hand, the intention of the Commission was to develop the full potential of the medium. Towards this end, it designated "secondary" uses for ITFS:

Such stations may also be used for the additional purpose of transmitting visual and aural material to selected receiving locations for in-service training and in.:Aruction in special skills and safety programs, extension of professional training, informing persons and groups engaged in professional and technical activities of current developments in their particular fields, and other similar endeavors.2

Another secondary use of an existing ITFS, the transmission of administrative activities, was authorized, but strictly limited, in the Rule Making:

During periods when the circuits provided by these stations are not being used for the transmission of instructional and cultural material, they may be used for the transmission of material directly related to the administrative activities of the licensee, such as the holding of conferences with personnel, distribution of reports and assignments, exchange of data and statistics, and other similar uses. Stations will not be licensed in this service solely for the transmission of administrative traffic.3

1heport and Order, Docket No. 14744, p. 9.

2 FCC, Rules and Regulations, Section 74:931.

3 Ibid.

113 85

Relay stations ITFS facility, In order toextend the coverage of an of relay stations, the Commissionauthorized the licersing fixed station to interconnectinstructional television areas, to deliverinstructional and systems in adjacent noncommercial edu- cultural material tocommercial and station, to obtain programmaterial cation broadcast television from commercial andnoncommercial educational broadcast stations for useon theinstructional tele- instructional and vision fixed system,and to deliver and obtain suchmaterial from' cultural material to closed circuit nearby terminals orconnection points of educational televisionsystems.1,- allowed stations Parker's originalproposal would have relay stations to licensed as ITFSsystems to be used as different areas. interconnect televisionfixed systems in from one area of a The proposal waschanged to limit relay system and to the common system toanother area of the same adjacent or nearby exchange of programmaterial between This change was systems operatedby differentlicensees. systems to dis- made to preclude theestablishment of relay large portion tribute material over anentire state or a authorized in theBusiness thereof. Microwave transmission, relay facility; Radio Service, couldprovide this extensive for establishing the Commissionruled that "no need exists rules."2 a parallelservice under these

1Ibid. 2Report and Order,Docket No. 14744, p. 8,

114 86

Eligibility The Commission next considered requirements for eligibility to hold licenses in the new service. Parker's original draft limited eligibility in the newservice to institutional organizations, e.g. accreditedpublic and private schools or colleges and universitiesengaged in a program of formal education. Testimony presented to the Commission later proposed that anyone eligibleto hold a non-commercial educational television licensewould be eli-

gible in the new_service. The Commission ruled that: After considering the comments we havedecided to make eligibility in the service identical with our non- commercial educational TV broadcast service. A community group formed for the purpose ofoperating an educational broadcast station would be eligible.Indi- vidual members of the group who are engagedin the operation of an educational system could beeligible.' However, the Commission ruled several other groupsineligible

for licenses in the new service:

Since the total requirements of thoseengaged in formal education are as yet unknown and may conceivablytax the capacity of the band, it would bepremature to consider permitting commercial organizationssuch as private vocational schools, professional associations,language schools, dancing academies, etc. to usethe channels.

We have also considered suggestions thatmunicipalities be made eligible to use the new servicein connection with the public safety and welfareactivities of the police, fire and public health departments. Such uses might include the training of policemen,doctors and nurses and the transmissionof line-ups of criminals to

1Ibid., p.9.

115 87

the various police precincts. While these are worthwhile municipal activities, we have not provided for eligibility under the new service to mUnicipalities for such purposes, feeling that they should and can more ,ypropriately be conduct:C. through the use of facilities licensed under the rules of the public safety radio services.1

Channel limitations Another matter considered by the Ccmmission in its Rule Making was the number of channels that could be held by an individual licensee. Parker's draft proposal called for "no numerical limit" upon the number of channels which could be assigned to a single licensee, but did caution that

Applicants are expected to plan systems so as to use the fewest number of channels needed to perform the required service. The Commission may require appliants to review proposed systems if in its opinion the number of channels requested is excessive.2

In this situation, the Commission faced the same problem it had encountered in allocating UHF and VHF channels for educational television: there was no basis on which to predict the kind of extent of the uses of ITFS. The Commission did attempt to "place a numerical limit of the number of channels available to a single licensee in a given area until we are able to make a more accurate estimate of the potential demand for channels and have gained experience in the.

1Ibid., p.9. 2Appendix to Notice of Proposed Rule Making, Docket No. 14744, p. 2.

116 88 effectiveness of geometric arrangements of assignments."1

Arbitrarily, the Commission ruled that an applicant was limited tc no more than five channels to serve a single are:., this ruling did not preclude the assignment of additional channels to service a different area. Moreover, the Commis- sion ruled that "in individual cases, more than five channels may be assigned to a single licensee upon a satisfactory showing of need and after a determination has been made that such additlonal assignments may be made without depriving other eligible users of adequate availability ofchannels."2

Grouping of channels The Commissioners further attempted to "provide a pattern for inter-leaving assignment to meet the needs of several closely spaced by independent school systems."

Towards this end, the 31 allocated channels were divided into six groups with each licensee required to select all of its five channels from the same group. This initial grouping provided a separation of five channels (30 MHz) between assignments used by a single licensee in a single community. Again this "original choice of channel grouping

1Report and Order, Docket :v o. 14744, p. 7.

2FCC Rules and Regulations, Section 74.902(c).

3Report and Order, Docket No. 14744, p.7.

117 f.

89 was based upon lack of technical data rather than consideration of technical knowledge.ul In allowing this arrangement, that Commi:oion maintained that it 'did not mean to assert that the 6 channel separation was necessary but that arrangement was convenient and symmetrical and gives us the flexibility of providing two, three, four or five. channel separation between assignments to different licensees in the same area."2

Power limitations

In order to insure that channel allocations could be repeated in adjoining areas without signal interference, the

FCC placed power limitations on ITFS. The power of the system was "limited to that required to perform the proposed service" taking full advantage of the "power-concentrating properties of directive transmitting antennas and the col-

lective properties of directive receiving antennas to provide the needed service."3Since ITFS was a point-to-point service, travelling basically in a straight line-of-sight path, several factors influenced the design of the system. To

1Federal Communications Commission, Docket No. 15181, Notice of Proposed Rule Making, FCC 632-8-87,-adopted October 3, 1963, p. 2.

2ibid.

3FCC Rules and Regulations, Zection 74:935

118 90

insure the consideration of these variables by applicants,

the Commission ruled that:

An app..lcation for a new educatinal television fixed station or for changes in the facilities of an existing station proposing a peak visual power output from the transmitter in excess of 10 watts, shall include a showing as to the distance and direction to each specified receiving point, the elevation above ground and the power gain of each receiving antenna at such receiving points, the vertical and horizontal directive patterns of the proposed transmitting antenna system in terms of power gain, the elevation of the transmitting antenna above ground and the nature of-significant terrain features over the transmission path or path.'

Commenting on this regulation, Kessler notes that

The 10-watt power limitations available in the ITFS service combined with the line-of-sight propagation characteristics of 2500-2690 MHz frequency assignments lend themselves very well to the use of all of these well-known interference reduction techniques so that the same channel group can be used again within 15 to 20 miles of each other without objectionable interference. Since the service range of ITFS transmission is influenced by the line-of-sight propagation characteristics of the horizon more than the power radiated from the antenna, there is little to be gained by going to higher transmitter powers, as has been frequently proposed but wisely resisted by the FCC. An elevated antenna provides a direct line-of-sight distance in statute miles to the horizon approximately equal to 40% greater than the square root of the elevation above the terrain in feet....

Beyond the horizon, or in the so-called radio shadow zone, the useful signal strength drops off very rapidly with increasing distance and soon becomes useless. This is much more pronounced at ITFS frequencies than the more familiar UHF/VHF broadcasting frequencies and thus constitutes a useful form of terrain shielding between contiLtDus systems using the sae channel group.2

1 Ibid.

2Kessler, Technical Requirements, pp. 2-3.

lid 91 .

The technical operation of the proposed system drew few comments from education or broadcast interests. Parker's draft props al, amended to authori7.-: 2500 MHi rather than

2000 MHz transmission, was adopted by the Commission. On

July 25, 1963, just one year after the notice of proposed rule making, the Commission adopted the Report and Order in

Docket 14744 establishing a new class of educational stations to be known as Instructional Television Fixed Stations.

Change in Frequency Assignment Table

Even before the first application for an ITFS construction permit was submitted, the Commission received a petition from Adler Electronics to change the frequency assignment table. In the petition, filed August 30, 1963, Adler "claimed that the suggested new grouping would permit the use of a single receiving for the simultaneous reception of as many as four channels thus resulting in a substantial saving in costs to individual licensees."' This alleged saving would result from the assignment of alternate channels, with only six MHz separation, to a single licensee in a single community. Assignment on this alternate channel basis, according to Adler, would permit the use of wideband

1Federal Communications Commission, Docket No. 15181, Report and Order, FCC 64-466; adopted May 20.; 1964, p. 1..

120 92 frequency converters; one such converter would be able to receive as many as four programs simultaneously at no increase over the cost of a converter for reception of a single channel.1 This argument assumes that double conversion will be common practice, i.e. a receiver-converter will receive the 2500 Mc/s signals and through the'use of a heterodyning oscillator, convert them to a standard VHF television channel.... If channel assignments are made on an alternate channel basis in the 2,500 Mc/s band the products of the heterodyning oscillator in the 2,500 Mc/s receiver-converter may be made to fall on alternate VHF channels.2 The Commission was skeptical of the Adler proposal, concerned that the proposal may raise some technical problems in connection with adjacent channel interference and intermodulation, especially since some of the antennas that may be used may not be highly directive. These factors may depend upon the nature of the system, whether the received signals originate at the same location, etc. While many of the educational users may plan to locate all of their transmitters at a single location we anticipated that circumstances might arise where they would divide the transmitters between two or more locations. Further- more, the sharing of this band by industrial users com- plicates the problem since they will in most cases be single channel operations and the use of a common site by several different licensees in that service would be sheer coincidence.3 In light'of the arbitrary division specified in the Rule

Making on Docket 14744 the Commission expressed willingness

Notice of Proposed Rule Making, Docket No. 15181, p. 1.

2Ibid., p. 1.

3Ibid., p.2.

1.21 93 to explore Adler's proposal to weigh the savings to multi- channel users against disadvantages with respect to curtail- ment of availability of channCL to all prospective users. On October 3, 1963, the Commission invited comments on the Adler proposal, requesting specific comments based on engineering judgment in lieu of actual experiencewith

ITFS. We are particularly interested in actual experimental data on the necessary ratio of desired to undesired signals for interference-free reception when stations are operated on alternate channels. We would also like data on the required desired to undesired signal ratio between stations operating on adjacent channels and at other channel separations both with broadband receivers of the type proposed by Adler and single channel receivers with reasonable selectivity built into the intermediate frequency amplifiers both with respect to signal interference and intermodulation.... We would also like to have some estimates as to the probable range of costs of single channel receivers as compared to wideband multi-channel receivers of equal sensitivity and the difference in sensitivity at approximately the same price.' Several comments were filed by public school sy6tems and

colleges "simply endorsing the..proposal because of the prospect of saving in the cost of equipment.,2 Other comments,

filed primarily by manufacturers of microwave equipment, were directed toward the technical aspects of the proposal. The principal objection to the Adler proposal was the popsle technical preclusion cf two-way TV systems if

1Ibid., p. 2.

2Report and Order, Docket No. 15181, p. 1.

122 9t4 assignments were limited to an alternate channel assignment.

To this objection Adler responded that two-way transmission would usually involve separate licnsees who would not be required to use channels in the same group..The Detroit

Public Schools offered a "novel suggestion, i.e. the possibility of altering the tuning of conventional TV receivers slightly to increase the number of alternate channels available. Although the Commission did not follow through on the suggestion, it ruled that: Such technique would not require the radiation of signals on the offset channels and would not be inconsistent with any rules or regulations of the Commission.While the technical specifications for this service were designed so that conventional TV receivers could be used for displaying the program material, there is nothing in the rules that requires the use of conventional TV receivers and the incoming signals may be converted to any suitable frequency for distribution over a wired system within each reception point.2 A recommendation filed by Micro-Link Corporation, supporting but revising slightly the Adler proposal, was ultimately adopted by the Commission. This proposal supported the objective of the Adler proposal because of the economical possibilities, but proposed an alternative to channel group- ings suggested by Adler: It differed with Adler as to the number of channels per group and the number of groups of channels. Micro-Link

1 Ibid., p. 3.

2 Ibid., p.3.

123 95 suggests that since a broadbandconverter will yield at most, 4-channel simultaneousreception, no useful purpose is served byplacing more than .4 channelP, in each group. They further suggest that seven groupscontain- ing 4'fAanne3s each and an eighb'-i groupwith 3 channels will provide greater flexibilityin areas where a number of separate systems maywish to operate, than the present arrangement of 5 channelsin five groups and 6 channels in a sixth group.'

In its final decisionthe Commission agreed with theMicro- Link thesis that there wouldbe no particular advantage in including more than fouralternate-channels in any one group.

No more than four equallyspaced VHF channels would be accommodated on conventionaltelevision receivers used to display the signal. A licensee who wished to applyfor five channels could select his fifthchannel from one of the remaining groups. This system would provide thepossibility of adequate channel separation fortwo-way communication where the transmitter and receiver werelocated in close proximity.

The Commission adopted a revisedtable of assignments on

July 1,1964:2 "As a result of the ruling onDocket 15181, in no modifications arerequired at the receiving location order to provide multiple-channelcapability. The addition of ITFS transmitters at thetransmitting site is all that

is necessary."3

1Ibid., p. 2.

2See Appendix 3Kessler, Technical. Requirements, p.6.

124 96

To underscore the multichannel purpose of. ITFS, the

Commission reiterated that "the tentative reservation of

channels ... is implicit .in the Grouping idea." While some

users might want to use only one or two channels, others

would want to begin with a single channel and activate others

at a later date. Therefore, the Commission ruled that an

applicant for fewer than the total number of channels in a

given group might request reservation of the remaining chan-

nels in that group for its use.1 This request for channel

reservations was not a guarantee that they would be reserved

for any specified period of time, but the Commission agreed to make every effort to avoid channel assignments on reserved

frequencies.

Although subsequent problems of saturation later

limited to four the number of channels allocated to a single

licensee within a single geographic area the table of frequency assignments adopted in July 1964 has not been changed. Thus, from a technical standpoint, the basic design of ITFS has not changed since the adoption of the amendments con-

tained in Docket No. 15181.

1 Report and Order, Docket No. 15151, p.4.

125 97 . System Design

As structured by the FederalCommunications Commis- provides a sion InstructionalTelevision Fixed Services comprehensive educationalcommunications system, ranging

from studio toclassroom. Such systems designrepresented the a departurefor the Commission. As a federal agency, in the FCC is responsible forthe radio frequency spectrum; system not case of ITFS theCommission included within the only transmission of atelevision signal but thereception

of that signal. Because it is transmittedover the air, ITFS is service" analogous to broadcasttelevision. The words "fixed clearly distinguish 2500 MHztransmission from broadcast through the use of this facilities. The intent of the FCC phrase was to draw a cleardistinction "betweentelevision point- VHF/UHF broadcasting and amultiple-addressed fixed Docket No. service."1 In Its Report and Order on ! to-point the 14744, establishing the newservice, the FCC explained significance of the term: it abundantly clear inthe Notice of The Commission made in- Proposed Rule. Making theproposed new service was tended to supplement theeducational television broadcast service and not toreplace it. However, several 'parties suggested that wecal: the new service

1Kessler, TechnicalRequirements, p. 1.

126 98 "Instructional Television Fixed Service" to avoid any

confusion with the Educational Television Broadcast 1 Service.1

On the other hand, because the looi:is closed, with trans- . mitter and receiver in the hands of the licensee, ITFS is analogous to closed circuit television. William Kessler describes the advantages of this systems approach:

One of the more unique features (of ITFS) is that the receiving installation is an integral element of the overall design and thus receives an equal share of the system designer's attention. By contrast, the design of educational VHF/UHF broadcasting installations involves only the transmitting plant with little or no consideration to the receiving locations. The fundamental reason for the design approach is...because the receiving installations are located predominately in homes for the purpose of receiving existing commerical stations and the quality of the antenna installation or the performance characteristics of the TV sets are not under the control of the system designer. Since the design of the receiving system is under the direct control of the design of the ITFS system, the quality of the received picture and sound provided in the school classroom is more uniform.? This dual relationship is described in the 1967 publication entitled ITFS: What it is ... How to plan: ITFS is a private distribution system in which pre- selected receiving points are connected by radio signals instead of by cables.... ITFS is neither a broadcast (open-circuit) system nor a closedcircuit system in the sense of wired (cable) installations.3

1Report and Order, Docket 14744 p. 7.

2 Kessler, Technical Requirements, p. 5.

3Bernarr. Cooper, Robert Hilliard, and Harold E. Wigren, ITFS: What It Is ... How to Plan (Washington, D.C.: National Education Association, 1967), pp. 12-13.

127 99 ITFS therefore complements broadcast and closed circuit television, serving to distribute televised'instruction on a broad aid multi-channel basis. "TTFS systems ... were never intended to beloci -cost substitutes for UHF and VHF broadcasting."'On the other hand, ITFS offers the breadth of distribution, economy and technical standards not available in closed circuit television. The nature of this relationship is expressed by Kessler as follows: Since the 2500-2690 MHz frequency range is regarded as being in the microwave frequency spectrum and because standard VHF/UHF modulation standards are employed to permit classroom display with ordinary VHF TV receivers ITFS systems may be regarded as the product of a convenient marriage between point-to-point microwave frequencies and VHF/UHF broadcasting standards. Further, the multi-channel capability provided by adding additional transmitters at the origination point ... and the wave propagation characteristics of the frequency range of 2500-2690 MHz estabJ.ished ITFS systems as a natural competitor, or more accurately an alternative to closed-circuit cable systems and FM microwave systems .7

The elements of the ITFS system are three: program

originating equipment, transmitting equipment and receiving

equipment. In summary, the characteristics of these elements

may be outlined as follows:

1. Program originating equipment. Program originating equipment for ITFS is identical with that required for

broadcast or closed-circuit systems. Studio equipment

1 Kessler, Technical Requirements, p.1.

2Ibid., p. 2.

128 100

includes cameras, switchers, monitors, audioequipment,

lighting equipment, test instruments, filmchains, pro-

jector;, videotape recorders and related hardware. The

amount and kind of studio equipment aredetermined by

the needs and resources of the individualsystem.

2. Transmitting equipment. Transmitting equipment includes both the transmitter itself and the transmittingantenna:

A. Transmitter. The ITFS transmitter is a low power (10 watt maximum) transmitter which generatesthe signal within the 2500-2690 MHz frequency rangeand then superimposes on this signal theaural and

visual signals which originated inthe studio. The ITFS signal is sent by cable from thetransmitter

to the transmitting antenna.

B. Antenna. The transmitting antenna may be either highly directional or omnidirectional,depending on

the geographic area to be covered. "By concentrat-

ing the power from the transmitter intodesired

vertical and horizontal planes, theeffective radiated power will be several times thetransmitter

1 power output."

3. Receiving equipment. There are four elements in the receiving equipment: receiving antenna,converter,

1Cooper, et al., p. 35.

129 101 internal distribution system and classroom receiver,

A. Receiving antenna. "A receiving antenna is installed

on the roof at each receivirg location to absorb

sufficient amount of the signal (as radiated from

the transmitting antenna to enable the receiving

equipment to perform its particular service in the

system."'The receiving antenna, directed at the transmitter, can enhance the desired signals and

discriminate against unwanted signals.

B. Converter. The frequency converter "translates the

microwave frequencies to the high-band VHF frequen-

cies so that a standard TV set can be used as a

classroom receiver. The converter ... process in-

volves nothing more than electronically carrying out the mathematical operation of subtraction.... The

sole function of the ITFS converter is to transform the microwave frequency to a standard VHF fre-

quency.2

C. Internal distribution system. The signal is then carried from the down converter to the classroom by

means of coaxial cable. The same cable can carry a closed circuit signal originating within the

1 Ibid p. 34.

2Kessler, Technical Requirements, pp. 5-6.

130 102

building. Because of the wired internal distribution system, a single antenna and converter serve

an entire building.

D. Classroom receiver. The UTFS signal is received in

the classroom on a conventional television set. In

most operating systems the signal is received on

alternate channels between VHF channels 2 and 13. The reason for this, as Kessler explains, is based

not on characteristics of the receiver but on the cable distribution system:

The signal losses encountered in a cable distribution system are almost directly proportional to the frequency of the signal. Since VHF channels are of lower frequency than the UHF channels it is common practice to distribute TV programs on the VFH channels even when they are picked upon on the UHF channels. The purpose of the VHF/UHF converter associated with the UHF channels-reflected antenna is conversion to a low VHF channel, much the same way that ITFS channels are converted to a group of high VHF channels.

Most cable distribution systems provide distribution on alternate VHF channels only to minimize undesirable interference between channels. This is the fundamental reason that "converter" channels of ITFS systems appear on channels 7, 9, 11 and 13. 'However, by careful control of signal levels and adequate filtering of the lolNer side- band of the TV channels, satisfactory distribution is now possible on all VHF TV channels. Which such advanced systems simultaneously provide a total of 12 channels, the UHF-channel capability ... is generally useful for classroom Use.

Anticipating a deMand by educators for more closed-circuit channels, the Industry has

131 103 developed cables, cable components and cable amplifiers suitable for the efficient distribution of UHF channels. Such systems provide cough additional channels for distribution to the classroom so that all the ITFS, VHF and UHF channels and any reasonable number of tape recorded programs of local origin can be distributed to theclassroom.1

1Ibid., p. 7.

132 Chapter III.

Early Development of ITFS Systems

Response to Instructional TelevisionFixed Service was immediate andenthusiastic. The 1962 study 6f closed- circuit television mentions"the mushrooming interest in the experimental program atBethpage, Long Island, in the use of on-air closedcircuit television" and anticipates that "all types of closed-circuitinstallations will benefit and wider acceptance and useof CCTV will be assured" bythe 1 development of the 2500 MHz system. The first application for aconstruction permit for

an ITFS system wasfiled by the Plainview, LongIsland school system in January1964. By September 28, 1964, the first two ITFS systems wereoperating at Plainview and in 2 the Parma, Ohio, school system. [The Plainedge system, in

which the original experimentshad been conducted, continued to operate according to itsexperimental license in the

2000 MHz range until May,1964] By mid-1966 twelve ITFS systems were on the air and 52construction permits for

aDAVI, CCTV Survey, 1962, p.69.

2Cooper, et al., p. 16.

104

133 105

156 ITFS channels had been grantedby theCommjssion.1 These statistics do not tell thewhole story, however, for, althoughfacilities were planned and installed in several school systems,and although some of these were highly effective, ITFS, in itsearly development, failed on the whole to make a realimpact on education.

Availability of equipment An early problem in thedevelopment of the new system was the lack of adequatehardware. Though the Commission ruled that it would acceptapplications as early as Septem- ber 1963, there was, as ofthat date, no available transmitting or receiving equipment. "ITFS was sold as an operational 2 entity before the industry wasoperational technically."

Since the Plainedge demonstrationhad been conducted in the 2000 MHz band, there was not even aprototype of the 2500

MHz transmitting or receivinghardware. Lawrence Frymire,

Chief of the FCC EducationalBroadcast Branch during this time, estimates that the tool-upperiod required for the

2500 MHz hardware was eighteenmonths.3 The Commission had

1Federal Communications Commission"Educational Television," Information Bulletin No.16-B, June 1966. 2James Tintera, private interviewin Detroit, Michigan, August 26, 1969. 3Frymire, private interview.

134 106 realized this built-in delay in the original rule making but had judged that in the long run the equipment would be better and portion of the spectru better suited to the needs of education in the 2500 MHz range.1

Companies involved in the production of microwave transmitting equipment promptly converted existing equipment for the newly authorized service. Since there was little time for field testing and re- design of the microwave equipment, much of the hardware sold during the early months of

ITFS could not do the job for which it was purchased:2 As a result, several early systems failed to perform well technically, causing disillusion on the part of some users with

ITFS as a technical entity.

Such disappointment was unfortunate but remedial-- - if it were not symptomatic of a problem with much deeper roots. ITFS offered a unique opportunity for education and technology to work together, with a proven tool, to solve an existing problem. Since no hardware was on the market, education was in a position to dictate its needs to industries, to determine rather than adjust to equipment design. Ill-prepared in terms of experience, leadership and funding, education could not seize the opportunity. As a result,

1Frymire, private interview. Report and Order, Docket No. 14744.

2Frymire, private interview.

135 107

in many instances manufacturers' representatives determined

the design of systems, not necessarily in the best interests

of the schr),-)1 system to be served.'

Educational Broadcasting interests

The needs of education for additional channel

allocations had been stated and documented by the National

Association of Educational Broadcasters, an organization "oriented and experienced in the'out-of-school community

cultural single channel open circuit broadcast ETV philos-

ophy.ul Foundation funds had long supported the public television concept to the point where the image of instructional television was to many synonymous with one method of

organization and distribution. David D. Henry, President of the University of Illinois, observed, that:

There is still confusion in the public mind, and often within the academic profession, between educational broadcasting in general and instructional broadcasting as a specialized activity. Each area has its own boundaries, as the specialists know--one aimed at adult education, the other at classroom education. They overlap ... in usu of facilities and sometimes in materials, but their purposes, and hence their methods and organization, are basically different.2

The NAEB also acknowledged this problem and attempted to grapple with it. In May 1963 the NAEB conducted acon- ference or. Instructional Broadcasting attended by 200

1"Some State and National ETV Notes," TAE 111465 LMI, p. 6.

2 McKenzie, p.3.

136 108 educational broadcastersof broadcast andclosed-circuit television and radio. In noting thcinclusiveneszof the told his conferences, PresidentWilliam Har:.uy of the NAEB

audience: with Instructional broadcastingis concerned primarily the purpose, not themethod of propagation,with the goals, not the means. The common bond thatbrings you not here is concern forimprovement of instruction, patriotism for a particular'type of hardware or system of distribution. the If the medium ortechnical system is emphasized temptation is strong tomake educational goalsfit the the "medium is the mes- means. Even if it is true that sage", people make decisionswhich the machine imple- of ments and our objectiveshere should be on the use these devices for validinstructional goals while at of the same time helpingto improve the capability people who can applythem effectively in theaccomplish- ment of thesegoals.' At this same conferenceLewis Rhodes, then ofCentral. "Time, the Michigan University,presented the interface of It was a time, schools, and instructionalbroadcasting." which Rhodes said, "when ourAmerican system of education, with dis- for the past decade hasbeen seething and boiling 2 to erupt." content, with change,with new ideas--is about system of Pressures being brought tobear on the traditional for education "cut off justabout every avenue of escape Re-evaluate the func- the school, except one:Reevaluate.

tion of tie school;re-evaluate roles of its participants;

1Ibid., p. 6.

2 Ibid., p. 20.

137 109 these pressures, and even re-evaluateits form.... Faced with education has few choicesbut to creatively studyitself and produce some new plansfor staff .14d time utilizations.... of It is with thisperspective - -- within this framework "change"--that we must startlooking at instructional tele-

vision."' Rhodes proposed vigorousaction on the part of the

broadcasters to "integratetelevised instruction into the

total instructionalprocess."To do so, the broadcasters were presentedwith the following challenges. into practical use the 1. We must find ways to put information coming forth fromthe research into the learning and teaching processes. This means production in and administrativepersonnel adequately schooJed learning and communicationtheory, with knowledge of the problems of thestudent, the teacher, as well as their own medium. the others in education 2. We must join forces with who are in effect our"blood brothers"--those working of resources, personnel,time, for better utilization school and space, the leadersin programmed instruction, design, and especially teamteaching, since this concept is at the core of theintegrated instructional system. communicators, must 3. Finally, we, as professional start communicating ...with the educators who are responsible for the changesthat must take place ...but who are they?2 In spite of thesesentiments and a token effort on with the part of the publictelevision people to communicate above all, in-school people, money,talent, organization and,

1 Ibid., pp. 22-23.

2Ibid., p. 23.

it 138 110

leadership, were inexorably vested in the community tele-

vision interests. The first major federal support of edu-

cational television, PL 8-7-226, the Educational Television

Act of 1962, did much to advance this philosophy by authorizing $32 million matching funds for broadcast out-of-school

television, prohibiting federal support for the in-school multi-channel concept represented by ITFS. .Historically,

ETV interest in in-school instructional television was based not on faith in the in-school philosophy but on a recogni.- tion that support for a community station must come from many agencies, including the schools. The original intent of the ETV people had been to insure sufficient channels

for out -ofschool public television; reservation of a non-

competitive portion of the radio spectrum for in-school instructional television served to relieve the pressure on the spectrum. Established ETV professional organizations assumed no concomitant responsibility for information dissemination or support of that phase of instructional television which belonged to formal in-school education.

Education's Responsibility

The FCC had discharged its responsibility by reserving the spectrum space to meet the needs of education. In its Rule Making the Commission extended to education full

responsibility for the implementation of the system. To

131 111 encourage creativity and the development of new strategies by educatich the Commission avoided rigid rules for ITFS

ITFS was ended to "offer a whole new concept of instruc.

tional television" which would complement the stereotype . broadcast channel which, because of different goals, could not serve as a model for an in-school system.1

Therefore, it remained to education to define the role of ITFS as a complement to existing systems, to communicate to technology its required technical specifications, to disseminate to potential users information about both instructional and technical aspects of the system. In general, education lacked the vision, the experience, the organization and the leadership necessary to develop the potential at its disposal. Definition of role of ITV William Harley, in his foreword to the CCTV survey of 1962, specified the problem: There is evidence that we have not yet permitted television to alter our conventional methodology. For the most part, we present on closed-circuit television what was done in the classroom, with perhaps a few more "visuals" and to more students.

Second, closed-circuit systems are often technically designed to use television in minimal ways that preclude its genuine instructional usefulness.2

1Frymire, private interview.

2DAVI, CCTV Survey, 1962, p. ix.

14(0,) 112 Five years later, the study of CCTV/ITFS facilities conducted by the Department of Audiovisual Instruction, National Educa- tion Assc2.1ation, reviewed Harley': comments:

There is evidence in this study that CCTV/ITFS instruction has remained more experimental in its approach to the solution of instructional problems than has broadcast ITV.

We must still admit to Harley's first concern that CCTV has not caused a major revolution in instructional methodology -- all too often we still transmit the "talking teacher" augmented by a few audio-visual materials....

Harley's second concern continues to be valid. As the use of CCTV grows, systems of minima] technical design will continue to dominate, Only relatively few systems have matured into high quality, versatile installations with technical standards comparable to those of brcad- cast television....) In part, the problem is rooted in the apparent reluctance on the part of the educational structure to perceive the complementary roles of the teacher and educational communications media described by Rhodes:

Just as ETV was created in the image of commercial television, ITV ... in many cases has been cast in the image of ETV ... the image that I would call "enrichment." And while I would be among the first to acknowledge enrichment, as well as magnification, or observation, or even direct teaching, as valid uses for the medium of communication that we call television -- I would also point out that "supplementing" the classroom teacher is not going to alleviate the basic problems of teaching and learning with which we are faced...I

1Department of Audiovisual Instruction, National Education Association. A Survey of Instructional Closed- Circuit Television, ].967. (Washington, D.C.: Department of Audiovisual Instruction, National Education Association, 1967), pp. 2-3.

141 113

The classroom teacher, as director of learning, has at his disposal various media for the presentation of information.

Among these, an important complement to the role of the

teacher, is instructional television. As a medium, television is too expensive to be supplementary; it must be geared, as Reverend Michael J. Dempsey of the Brooklyn Arch-

diocese observes, to the solution of immediate problems: Television must be deliberately made part and parcel of the educational machinery. Unless it is tied to the resolution of the real problems of education and not left on the periphery of the struggle, unless it is involved in direct instruction, ETV would be simply a waste of time, personnel and money.1 In fact, however, the emphasis of educators has con-

tinued to be on the presentation of materials. As a conse-

quence, the failure of instructional television and ITFS in

particular was inevitable and predictable. After thirty

years of instructional television educators were still put-

ting the burden of proof on the medium by asking the ques-

tion: "Can TV teach?" This emphasis on the process of teaching rather than the process of learning precludes com-

mitment to any instructional television by relegating it'to

a supplementary role as a teaching aid. The National Project for the Improvement of Televised

1Michael J. Dempsey, "The Promise of Microwave ETV," Catholic School Journal,LVI (January 1966), 21.

142 114

Instruction was operated by the NationalAssociation of Educational Broadcasters, under a FordFoundation grant, during.tl.c three-year pe'riod from1965 to 1968. The purpo.: of the Project was to develop andimplement a program of

systematic and sustained efforts toimprove the quality of 1 instruction" through electronic communicationtechnology. During the early months of the Project a groupof field consultants undertook several major'consultancies for schools and colleges "whose familiarity withinstructional television from 'experienced pioneer' to'about-to- begin. "' The final results of these fieldexperiences is summarized in the report of the Project entitledToward a Significant

Difference: It soon became apparent that mostinstitutions requesting assistance saw television as a"problem" that stood apart from their own concerns in instruction,administration or curriculum. A concept that viewed technology as a means for dealing withproblems was lacking. instructional television had grown rapidly,and in many areas was a large-scaleeducational activity, there was a lack of a clear understanding asto the place and varying functions oftelevision and other technologies in the overall improvementof instruction. In many cases, the development ofinstructional television appeared to be the result ofhappenstance, individual enthusiasms, or their lack,current trends or

1Tocii-.rd a Significant Difference,final report of the National Project for the Improvement ofTelevised Instruc- tion, 1965-1968 (Washington, D.C. :National Association of Educational. Broadcasters, 1968), p. 7.

2Ibid., p. 10.

143 115

local pressures rather than the result of realunder- standinf. of the relationship of this tool toimmediate and long-range educational objectives. This lack of perspective appeased to be theunderlying reason for the lack'of genuinecommitment by instructional and curriculum leadership to use fullythis tool to effect dramatic changes in teaching orlearning. Many curriculum personnel were aware of televisionofferings in their field of specialization but few ofthem were actively using the medium to accomplish theirmajor aims. Consequently, instructional leaders gave onlypassive support to instructional television. Teachers, in turn, tended to ignore its value. In most institutions, such deficiencies inunderstanding and leadership commitments resulted in"policy" that television was to be only a supplementary learning resource for those classroomteachers who voluntarily chose to use it. This optional use led to spotty televisionreceiver..distribution. Some schools had one or two sets. Others had many. The number of sets often seemed todepend on such factors as the availability offederal funds, possession of local school funds or theaffluence of the parent-teacher association rather than upon apolicy of insuring coverage for all appropriatelearners.1 Breitenfeld concludes in his 1968 study of thestate of the

art of instructional television that: Instructional television has made littleimpact on Ameri- can Education. Commitment to the use of television is generally lacking on the part ofadministrators and teacher. While individual systems can claim some success, the simple imposition oftelevision on traditional administrative and educational structuresis usually disappointing. The medium itself cannot be blamed, however; the major reforms necessary are much more basic than any single medium. Our educational structure resembles the structures of our most decrepiturban sec- tionE, and massive renewal projects arenecessary.2

1Ibid., pp. 10-11. 2Breitenfeld, Instructional Television, p.25.

144 116

Reflecting this sentiment, Ray Graf,of the New York State

Department of Education, concludesthat "historically speaking, television in generalhas done about all it could do considering the structureof traditionaleducation."1 Because educators did not perceive thepotential of

ITFS as a unique medium, they thoughtof it in terms of the same kind of programmingthat was .associated with broadcast

ETV, This stereotype. of instructionaltelevision was a poor model on which to base the developmentof in-school television at the disposal of education inITFS. In 1964 Andereck criticized the stereotype ofITV: The way television was used as ateaching tool in the beginning is the way it is used today. We solve scheduling problems by repeatingtelecasts. You get schools to use more television by having themchange bell schedules to match TV. Everybody uses the same' formats, the same program lengths, the sameteaching settings, the same puppets, the same financingmethods, the same everything as when the first station went onthe air. When open-circuit instructionaltelevision fails, we forgive it. We allow it to be inefficient becauseit is an infant. And yet, open-circuit televisionis the most inflexible infant you ever saw. Work rules and traditions are so firmly set thatinnovation is virtually unheard of. The way we operate instructional television facilities has become oneof the biggest sacred cows and biggest whiteelephants in education.2

1Graf, private interview. 2Barton L. Griffith and Donald W. MacLennan,eds., Improvement of Teaching by Television,proceedings of the National Conference of the National Associationof Educa- tional Broadcasters, University ofMissouri, Columbia, Mis- souri, March 2-4, 1964 (Columbia:University of Missouri Press, 1964), p. 141.

145 117

Inexperience with ITV Moreover, educators had limited experience with the technical aspects of television. Lroadcast ITV had been left to the educational broadcasters outsideof the school system framework. While the NAEB study in 1960 indicated that 543 of the 1,113 schoolsysteMs responding to the survey were "using television to someextent,"1 only 13 of the existing 60 ETV channels were owned and operatedby public

2 school systems. The technical characteristics and the instructional purposes of even these few systems,which

operated on a single channel open-circuit basis, weredif-

ferent from the multi-channel locally -- controlledITFS system.

Those who had experience with closed-circuittelevision were equally unprepared for the expertise demandby the nature

and scope of an ITFS system: When the use of television first was introduced,it consisted of an installation properly termed"closed circuit TV". Its facilities and abilities were primarily limited within one building or compoundwhich could easily be wired with coaxial cable. In 1963, however, th.- Federal CommunicationsCommission announced allocation of 31 channels in the microwavefrequency range of 2500-2686(megacycles) for instructional purposes exclusively. In addition to imposing upon educationaladministrators the need for acquiring a new, highlytechnical vocabu- lary, this opened a Pandora's box of questionsdemanding

1Needs, p. 43.

2Ibid., p. 15.

.146 ,,,

118

solution regarding how to acquire permission for use of these channels, what sort of equipment to select for the best transmission from a technical as well as fiscal point of view and, finally, what uses such a TV network could have for school district:..'

Role of the FCC Educational Broadcasting Branch When education did not assume the leadership in the development of ITFS, Frymire "became the mouthpiece of the

new system, speaking at educational aconferences and meeting with administrators privately to explain the advantages of

2500 MHztransmission."2 Frymire echoed the sentiments of the original Report and Order on Docket 14744 in which "the Commission made it abundantly clear ... that the proposed

new service was intended to supplement the educational tele-

vision service and not replaceit.3 Frymire urged that ITFS systems be developed as distribution rather than original

channels.4This concept was difficult to convey, however, because by the very nature of the system--economics, student population, etc.--it became obvious that the areas in which ITFS would develop would be the areas in which there was experience with ETV through the utilization

1Edwin M. Perrin, "Points to consider in evaluating the merits of embarking into instructional television," Edu- cational Equipment and Materials (Fall, 1965).

Frymire, private interview.

3Report and Order, Docket No. 14744, p. 3.

4Frymire, private interview. 119

of commercial and non-commercial as well as c]osed- circuit operations. These would be in the best position of readiness to develop systems of their own.'

Bc!cayse they were working from outside the sphere of education, Frymire and other FCC staff members were se-

erely limited in their efforts to inform and advise the educational community. There existed no instrument for communicating with educators. It was left to Frymire to travel to educational meetings and conventions, to try to talk personally with administrators who would be in positions to make decisions on instructional television. The agency did not have resources for travel and did not consider such apostolic work within its jurisdiction. Further- more, since the responsibility of the Educational Broadcast Branch extends to all phases of educational television and radio, staff time was severely limited. Above all neither the federal agency nor any of the Commission staff as federal employees could offer advice regarding equipment manufacturers or consultants.

Manufacturers' claims 311 spite of Frymire's emphasis on educational goals, the greatest appeal of ITFS to the local public school ad- ministrato_, were the features of local control and of econ-, omy. FrkOM the start, the Commission had predicted great

Ibid. 148 120 savings to educators who planned ITFS systems. In its original Notice of Proposed Rule Making on Docket .14744 the

FCC anticipated economy: Exact cost figures for such a system are not available but it has been estimated that a single-channel system of this type serving approximately 25 separate schools would require an investment of from one-fifth to one- third of the cost of a moderately powered TV broadcasting station serving the same purpose. This includes the special receiver-converters required at each receiving location to convert the signals to regular TV channels so that conventional TV receivers can be used in the individual classrooms.1 Echoing the Commission's promises, manufacturers offered educators savings in both capital outlay and operating expenses. Adler described its system in terms of these savings:

1. Low initial cost. The relative simplicity of the system entails correspondingly inexpensive equipment. To minimize initial outlay of funds, the school district may begin operation with only one channel. 'Subsequent additions, which may come gradually, do not require expensive, basic alterations of existing facilities.

2. Low operating cost. Designed for reliability the system requires only periodic maintenance at low cost, which is generally obtained through local service facilities. Savings on personnel requirements are substantial. Designed for continuous, unattended operation, ETV systems in the 2500 me range do not require the full-time services of engineers or-technicians holding 1st class FCC licenses, as is the case with conventional stations.

1Notice of Proposed Rule Making, Docket No. 14744, P.3.

149 121

3. Low installation cost. Equipment components are compact.... There a2e no elaborate or special installation procedures. The system can be installed in existing buildings. A modest and inexpensive support for -,;he transmitting antennE replaces the tall, elaborate tower required by standard TV broadcast.'

Instructional goals One of the poirs stressed by manufacturers' representatives was that, because all of the equipment would be in the hands of the school system,.the main problem was one of original capital outlay. State funds such as those available through the New York State Education Department, made it possible for school systems to consider a one-time expense of this type. Also, school systems which had been contributing to the support of a public broadcasting channel, were able, by withdrawing that support, to purchase ITFS equipment.2 Administrators failed to consider the broad base necessary to support and justify an instructional television system. Some looked to ITFS as local broadcast system, a small televlsion empire locally controlled and designed to meet local scheduling needs. As a result, some small local ITFS systems were designed from the point of view of political expediency and empire building without

1Pdler promotional brochur '., "Low cost multiple channel 2500 megacycle instructional TV service." 2Larry White, private interview held at the National Association of Educational Broadcasters, Washington, D.C., July 25, 1969.

150 122 clearly established educationalgoals.'

School administrators who thought in terms of hardware and locally controlled broadca3t rather than in terms of clearly established instructional goals, and who did not consider the long-range costs in terms of personnel, programming and production, were destined to suffer dissatis- faction with their systems from the standpoints of economy, performance and effectiveness. Weinberg warned these administrators that those who might view this form of instruction as an economic substitute do not begin on a correct premise. The success of this form of instruction will be assured when a library of outstanding courses can be brought into the classroom environment at modest cost with a degree of flexibility and trained classroom teachers, who can structure the programs with appropriate preparation and follow-up techniques.2 Weinberg's sentiments *are shared by David W. Marxer, Direc- tor of Educational Media in the Huntsville (Alabama) Public

Schools. After two years' experience with a major 2500 MHz system, Marxer contends: The use of TV to improve the learning process is our major objective, and costs can be justified through results of a thoroughly planned and executed program. Reduction of per-pupil cost can then be best accom- plished by rough maximum use of quality television instruction, for it costs little more to serve many classrooms than few.

1Bernarr Cooper, private interview held in Albany, New York, August 27, 1969.

2Philip Weinberg, "Microwave ETV: A New Dimension," School Board Journal (September, 1966), p. 23.

151 123 We feel that the use of TV purely to reduce instructional costs in general will result in a decrease in effective learning in our school system.

Instructional television must used by the classroom teacher to effect desirable learning results. What can be taught successfully by television is debatable. What can be taught more effectively with television is prac- tically unlimited.'

Organizational structure The attitude of the administration towards ITFS determined the placement of the television facility within the administrative framework. As Breitenfeld observes, the problem exists within any type of instructional television system:

We have tended to approach ITV as a medium ... and have generally tried to impose it on existing organizational' and administrative structures. This has led, time and again, to disappointment.2

The problem is that

most school systems simply cannot house divisions of television.... The reasons is that the approach is through media, at the convenience of current administrative patterns. If the approach were made through learning, then choices of techniques and media would become common decisions for all administrators, teachers and organizational divisions7 Because of the particular skills needed to operate an ITFS facility, it was frequently assigned to staff more, familiar

1David W. Marxer in "ETV/ITV: Tool or Toy?" Broad- cast Management/Engineering (November 1968),. p. 40.

2Breitenfeld, Instructional Television, p. 34.

3 Ibid.,p. 31.

152 124 with broadcast techniques than witheducation techniques. According to Larry White, staff member of theNAEB, school administre,,ors called in people" to operate their instructional television systems. "The problem is not how someone from the outside can use amechanical device, but how someone on the inside can use his ownmechanism." Tele- vision has remained a Mechanism, not a serious means of

1 education.

Financing for local programming Though local control was an,important selling point for ITFS, the concomitant necessity of long rangefinancial commitment to local programming was often not considered in the original administrative decision. Frymire points out that since ITFS is designed specifically for local service, "in the long run systems are not going to be able to produce good local service with imported materials.They are going to have to produce some localmaterials."2White reiterates this sentiment by asking the question: Why would you go to all the trouble of building and installing an ITFS system for your school if the only problem you had was acquisition of curriculum materials outside your own system. What, you've said by installing it is: Our problems pertain so uniquely and directly to our school that we have to deal withthem ourselves....

1White, private interview.

2Frymire, private interview.

153 r. 125 materials and Then how can you goand buy curriculum apply them to yourschool?1 although "localprogramming Cooper advisedin 1967 that, be'undertaken only when youhave the budgetand schould the "educator personnel to producehigh-quality materials," that a smallstudio be- and administratormust bear in mind beginning. Many ginning should beregarded as just that--a limited andunderbudgeted educators who haveallotted only a once the amount for thestudio sometimesbecome dissatisfied 2 problem, i.e. low-cost system isoperating." The opposite equipment and proceeding "overbudgeting forinitial studio installation, can leadto poor with a large,overdesigned but this problem economical use of thesystem as a whole," of ITFS. did not afflictthe very early users administrative Attitudes towardsITFS, reflected in application tend to patterns, budgeting,and instructional the New YorkState De- bear out the opinionof Ray Graf of systems failed not partment of Educationthat "many early because they were because they were 2500MHz systems but 3 very expensive'additive operations.

1White, privateinterview. 2Cooper, et al., p.48.

3Graf, privateinterview.

154 126 ITFS as a Technical Entity

Engineering Design Some of the problems of early ITFS syst;ems are more directly related to the technical aspects of the medium itself. The essence of successful development of ITFS was careful engineering at both the local and the regional levels. ITFS presented a new concept of systems design, however, with which neither the educators nor the manufacturers representatives were familiar. Allen Pawlowski, senior systems engineer with Jerrold Electronics, described the unique design of ITFS:

ITFS represents the first system concept which combines two separate engineering disciplines. The engineer responsible for designing an ITFS system must be familiar with the basic requirements of both wireless and wired communications systems. The requirement for each portion of ITFS systems are well established and draw .upon a substantial historical background as old as commercial television broadcast itself. The wireless portion of an ITFS system utilizes techniques developed in the field of commercial broadcasting and point-to-point microwave....

The .wired portion of an ITFS system is similar to a regular coaxial cable master antenna, television distribution system and distributes the new ITFS channel to all participating school classrooms. A critical point in the over-all design of an ITFS system is the interface between 2500 MHz broadcast and VHF cable distribution. This includes the 2500 MHz receiver/converter and the distribution system headend processing equipment. The selection of eouipment at

155 127

this critical point must take into consideration the peculiarities of each distribution methodmicrowave and cable.'

Part of tt.e problem was that engine-3rs whohad experience with the principles of local systems of thistype were in shortsupply.2Edward Galuska recalls that "few people knew what engineering had to be done. They guessed, or they put it in and said 'Let's see if itwill work.'"3 Broadcast . principles did not apply to ITFS.' Broadcast television, which could not employ the highly directionaltransmitting and receiving antennas essential to ITFS, relied onelevated antennas and powerful transmission, highlyinefficient in contrast to the limited range and low cost demandedby ITFS. Because there was no other source of information available to potential users, manufacturers' representatives, not familiar with the capabilities of the hardware orwith the needs of education, were able to determine thedesign of many early ITFS systems, to make unsubstantiatedclaims

of coverage, and unrealistic cost estimates.Weinberg warned administrators that "unfortunately, in a newmedia

1Allen Pawlowski, "Interfacing ITFS Broadcasting with School Cable Distribution Syutems,"(1967). 2Weinberg, "Microwave =V," p. 22.

3 Galuska, private interview.

156 128

C application such as 2500 megacycle television, manyclaims

made by manufacturers aresimply not valid.

Federal Funds The incentive to manufacturers mushroomed with the

prospect of federal funding, previously reserved for broad- -

cast ETV. Amendments to the National Defense Education Act of 1958, incorporated in PL 88-665, providedmatching funds

for the support of critical subject areas. "Listed among the eligible equipment (was) the receiving portionof 2500

Mc systems (converter, antenna, coaxialcable), plus the distribution system and televisionreceivers."2 Support

was also available for instructionaltelevision through the Vocational Education Act of 1963 and the Economic Oppor-

tunity Act of 1964. Above all, the liberal 89th Congress was expected to authorize major federal supportfor elementary-secondary as well as higher education. By early 1965, with the Elementary-Secondary Education Act and the Higher

Education Act in congressional committee, the ITFS equipment

business was, according to one eleci ;ronics industry journal,

"booming". The journal reported that Three microwave companies (Adler, Electronic Missiles and Communications. and Micro-Link) are battling for

1Weinberg, "Microwave ETV," p. 22. 2Litton.Industries,'Statement on Federal Aid for 2500 Mc ITV System (Mimeographed).

157 129

supremacy in thelu'rative instructional. TVmarket. considering an entry viadistribution RCA is reportedly nearly of EMCs equipment....Estimated total market is 40,000 high schools andcolleges.' technical Recognizing the marketingpotential, as well as the naievete of theeducational administrators,manufacturing relieved the educators firms offered acomplete package which of an of any responsibilityfir the design and development to serve their ITFS system which,in the end, was supposed

own peculiarneeds: best possible To aid the schooldistrict in obtaining the reception. in all itm schools,the Litton Educational Technology Division assumesfull installation responsi- biliies, This incaudes: dimcussion, between localeducators and 1. A:preliminary of the district's .... experienced systems engineers, needs and resources interms of teaching staff, num- available dollars. ber of students, and Litton 2. Complete detailed: surveyof the district by engineers to relate theseneeds and resourcesto such variables as location ofthe transmitting andreceiv- of channels de- ing antenna, geographicarea, number sired, and futureexpansion. advanced equip- 3. Selection andintegration of the most ment, material andservices to create acomplete television system bestsuited to the district. follow-up of all FCCapplications. 4. Preparation and maintenance of 5. Training ofoperating personnel and the system.2 mate- Manufacturers preparedelaborate promotional infornation on applicationprocedures,.

Reprint from MicroWaves(February, 1955). "A New 22Litton Industriespromotional brochure, ConceptAn'Television orEducation."

158 130 possibilities and costestimates.. Again federal funding against the loop- Weinberg warnededucational administrators holes in suchliterature': have issued Several of the largeelectronics industries booklets which withcost estimates of2500 megacycle potential installer,it is systems. In considering a with some advisable to employ anindependent consultant experience in systemsof this kind(unfortunately, they are in shortsupply). that general. costestimates do not It is my opinion specific details reflect quality,reliability, and the systems requirements. Al- pertinent to a particular other though it is simpleto price hardware, many E. A compe- factors determine thetotal cost of asystem. should, if he hasn'tdone so, visit tent consultant data and prepare on-going systems,supply comparative careful specifications....Inadequate specifications prepared for bidding canprove to bequite costly.1 equipment manufac- Speaking from thepoint of view of the fact: turer, George L.Lawrence argues the same Specifications for ETVsystems can only bedetailed path has beendetermined. Bidding after the propagation dangerous gamble,since on an unsurveyedsystem can be a firm may not befully aware ofobstacles a proposing interference which canattenuate and/or electromagnetic against severe losses,the signals. To cover itself the con- either overbid--whichcan lose it company must electromagnetic tract--or conduct acareful optical and possibilities.2 field survey tosafeguard againstthese

1Weinberg, "MicrowaveETV," p. 21. Planning 2George L.. Lawrence,"Microwave ETV System LXXVII, No. 5(May, and Installation,"Electronics World, 1967), p. 36.

159 131

Necessary considerations Failure to consider all of the engineering requirements for clear and reliable recep-,,ion caused disappointment on the part of some ITFS users with the technical perfom- ance of their systems. The first and major problem facing the ITFS systems designer must be to determine the optimum size of the receiving antenna. The primary criterion for the decision is the "noise figure of the distribution system.... Selection of receiving antenna size should be based on a desired signal-to-noise ratio output. This provides the basis upon which to determine the optimum receiving system."1 Kessler explains the meaning of "noise" and the problems educators face in light of the "exaggerated claim for coverage or service range which is made by some overzealous proponents Television signals at any frequency--including ITFS frequencies under line-of-sight conditions--weaken in a gradual manner with distance, and the criterion of maximum service range or coverage is completely depend- end on the quality of the displayed picture on the classroom receiver, defined as the minimum acceptable quality in terms of picture signal-to-noise (snow) ratio. Thus, the maximum service is dictated very largely by how snowy a picture we are willing to watch! Once the minimum signal-to-noise (or picture-to-snow) ratio has been realistic established, one finds that the maximum service range shrinks considerably.3

1Pawlowski, n.p.

2Kessler, Technical Requirements, p. 3.

3Ibid,, p. 3.

160 132

While these signal lcsses may be in part compensated by increased transmitter power and increased antenna gains, increased power limits the possibi-ity of repeating channel assignments in adjoining areas, while the construction of antenna towers multiplies the cost of an ITFS system. Again,

Kessler warns that: System designs by over-enthusiastic engineering planners frequently call for impractically large parabolic receiving antennas of 6 to 10 feet in diameter placed on the top of absurdly tall receiving antenna structures in order to overcome the inevitable earth-obstruction losses produced by earth curvature, tall trees, hills and buildings along the path between transmitting site and receiving sight.' It must be remembered that these things always cost money since the longer paths will generally require antennasof higher gain supported by taller towers. The deadline combination of large-diameter receiving antennas, which exhibit high wind-loading effects when supported by tall towers, really sky rockets the cost of each receiving installation.... It should be recognized that ITFS systems ... are subject to the usual engineering "trade offs." That is the maximum service range can be increased provided the designer or user is willing to sacrifice performance in terms of classroom "picture-to-snow" ratio, transmission reliability or economy! A second important consideration in the design of an

ITFS system must be the performance margin built into the system "to accommodate inevitable reductions in received signal strength due to varying meteorological/atmospheric

1Ibid., p.3.

2Ibid., p. 5.

161 133 conditions along paths longer than 10 miles. In describing this margin, commonly referred to as "fade margin" Pawlowski Mates that in order to maintain operating parameters, especially noise figure, it is best to maintain fixed operating gain within the transistorized receiver/converter. The output signal will therefore vary with each fade and must be subjected to some type of automatic gain control.2 The problem of guarding against fading was one frequently overlooked by the "fast sell" crowd in the early development of ITFS.3

A third consideration in ITFS reception must be reliability. Reliability of the ITFS transmitter affects every school utilizing the service. In addition, the problem of reliability of performance in each individual institution is an important consideration because

unlike the transmitter location, where engineers and technicians are on duty and can make immediate repairs in case of failure, any failure at a receiving school must await the arrival of a technician. This could mean the loss of one or more days of ITFS programming.``

Problem of Saturation More than inefficiencies in local reception and budget, however, Poor engineering caused severe and unnecessary

1Ibid., p. 5.

2Pawlowski, n.p.

3Kessler, Technical Requirements, p. 5.

Pawlowski, n.p.

162 134 problems of spectrum saturation on a regionalbasis. In spite of FCC power limits and insistence uponcareful engineering lie early development of TTFS is marked byproblem of interference and saturation. The Commission, in granting applications, checked technical feasibility,financing and legality of the application, but did nothave any knowledge of the local situation of the applicant. Applications were processed on a first-come, first-Served basis,without prior investigation of existing or potential licensees orof the possibility of interference or saturation.

In some areas ,at a very early date, the number of applications caused problems because of theirquantity. On

Long Island, for example, there was animminent problem of

saturation. By early 1965 some 57 school districtswithin a radius of 25 miles in NassauCounty had, according to David McPherson of Varian Associationes,expressed interest 1 in developing their own systems. The entire state of New

York was in danger of being saturated asinterest grew and

state support was available for constructionof ITFS facili-

ties. The New York problem was compounded bythe fact that several major diocesan school systems,including New_York City, Brooklyn and Rockville Center, hadapplied for ITFS

1Federal Communications Commission,Official Report of Proceedings of the National Committee forthe Full Devel- opment ofIIFS TWashington, D.0 February 8, 1965) ,p. 15.

163 135 licenses. Mr. Sam Saady, Chief of the TelevisionAppliCa- tions Branch of the FCC, expressedearly concern, about this irregular development: We have heard about Long Island ... and the situation up there. This will happen elsewhere, particularly in the large metropolitan areas. I suspect that once funds become available for 2500 megacycle service we will see an even added increase in applications and wehave not the time nor sufficient information to give these applications the check that they really need.1

Lack of Growth At the same time that some areas were facing such saturation worries, other parts of the country showed no growth of ITFS whatsoever. Dr. Hyman Goldin, FCC Assistant Chief of the Broadcast Bureau, and others attributed the slow development of ITFS to the fact that, within theeducational community,"there was not sufficiently general knowledge about the potential of 2500 megacycletelevision."2

By early 1965 both the Elementary-Secondary Education Act and the Higher Education Act were in Congressionalcommittee; educational leaders had high hopes for their passageduring the 89th Congress. In light of this anticipated major federal funding for ITFS, FCC staff and interested educational leaders were eager to disseminate information andto

1 Ibid., p. 95.

2Ibid.

164 136 encourage developmentof 2500 MHz television. Many expressed concern that local administrators, more familiar withbroad- cast ETV, would overlook-the possibilities of local distri-. bution systems when and if funds were allocated.

National Committee for the Full Development of ITFS In an effort to solve this dual problem of irregular growth and lack of general knowledge, the FCC called together several leaders of ITFS in February 1965. Staff members at the Commission and others foresaw the need for some sort of clearinghouse for information and planning, both to offer information to the Commission and to encourage the systematic development of new 2500 MHz systems. Dr. Robert Hilliard, who had replaced Frymire as Chief of the Educa- tional Broadcast Branch, cited "the rapid growth of the

Instructional Television Fixed Service.... (and) the potential and actual saturation of channels, uncoordinated planning, and the inefficient use of channels" as the major problems faced by the FCC and education in general with re-

gard to ITFS. These pressures "suggested the need to establish national and regional groups of educators to assist "1 in the most efficient development of ITFS.

1U.S. Congress, Senate, Committee on Congress, The Public Television Act of 1967, Hearings before a subcommittee of the Committee on Ways and Means, Senate, on S.1160, 90th Congress, 1st sess., 1951, p. 494.

1 Ei is

137

The result of theFebruary 1965 meetingof educators establishment of a national com- was arecommendation for the Those present, mittee to :fork forthe development of ITFS. such a committee, many of whomindicated a desire to serve on envisioned a networkof regional, state andlocal subcom- utilization of mittees, appointed to"achieve the effective to the Commis- ITFS channels and toprovide information both "1 development of ITFS. sion and to educationat large on the Accordingly, the Commissionannounced on October6, Full 1965, the establishment of aNational Committee for the desig- Development of ITFS. Commissioner Robert E. Lee was which was "com- nated as permanentchairman of the Committee local agencies, posed wholly ofrepresentatives of State and civic, social welfare and educational,charitable, religious, 2 Membership in and other similarnon-profit organizations." five divisions the National Committeewould be drawn from en- operating under theCommittee: four regional divisions far west, and compassing the northeast,south, midwest, and The Com- one divisionrepresenting nationalorganizations. industry representa- mittee was furtherauthorized to invite strictly tives to attend itsmeetings. This Committee was

1" Committee for FullDevelopment of "FCC establishes Notice FCC Instructional TelevisionFixed Service," Public 65-907, adopted October6, 1965.

2Ibid. 138 advisory to the FCC with no regulatory power or legal force

1 in itself. T1'e first meeting of the Committee for the Full

Development of ITFS was scheduled for November 5,1965 at

FCC headquarters in Washington; D.C. The agenda for this

first meeting included discussion of expansion of the National

Committee and the regional divisions, the division of State and local groups, reports to the Commission, future meetings

of the Committee and the informational and coordinating

objectives of the Committee.2 Representatives to the November meeting wcrAced mainly on determining the role and focusof

the new group and the establishment of specific objectives

to guide the Committee's activities: The following specific objectives for the Committee were adopted: A. To foster the wider and more effective use of frequencies in the 2500 Megacytle band for in-school instruction and administration and special education by bona fide educational organizations. B. To provide procedures and guidance so as to insure facilities to all qualified applicants on a non- discriminatory basis consistent with the obligation of conserving frequencies for future uses where needs are not now readily apparent. C. To maintain liaison with and to provide information to educators and educational institutions and organizations throughout the country on the state of the art, on actions by the Commission, and on the rules and regulations governing ITFS. D. To maintain continuous liaison with the Commission

167 139 and to keep it informed on the problems, needs, developments, and plans for ITFS throughout the country.' Those attending the November meeting agreed on a regional and local structure of subcommittees and set January 1,

1966, as a deadline for establishing these substructures.

Channel Limitation As an immediate result of recommendations by the

Committee, the FCC issued on February 14, 1966, a Notice of Proposed Rule Making, proposing 1) to amend the Commis- sion's rules to limit each applicant to no more than four channels in any one area for ITFS frequencies, 2) to require that applicants apply for no more channels than they intended to use promptly, and 3) to amend the prescribed application form (330-P) to require applicants to attach maps of the boundaries of the school districts to be served and contigu- ous schooldistricts.2 When the limitation of five channels for one applicant was set in 1963 the FCC was acting in the dark, with no field tests of ITFS and no knowledge of the uses to which the new system would be put. The Commission established the arbitrary limit of five on a temporary basis "until we are

1federal Communications Commission, Official Report of Proceedings of the National Committee for the Full Devel- opment of ITFS Tgashington, D.C., November 5, 1965), pp. 7-8.

2Notice of Proposed Rule Making, Docket No. 16453, FCC 66-130, adopted February 14, 1966. 140 potential demand able to make a moreaccurate estimate of the 3 the effectiveness for channels andhave gained experience in 1 of geometricarrangements of assigliments." In 1966 the Commissionand most members of theCom- not mittee agreed that theprovision of a fifth channel was licensees had not shown a warranted. In the first place, need for this fifthchannel. Of equal importance, the in addi- assignment of the fifthchannel In a second group, first tion to the four reservedfor the applicant in the group, tended tomake the second groupless useable by 2 other applicants inthe surrounding area. Although some groupstestifying recommended modi- by the fications, the proposedlimitation to four channels Commission met with noobjection. To reassure any parties who feared four channelswould not serve their purposes, careful the Commission reiterated anearlier statement that consideration would be givento requests for waiverof the where four-channel limitation,"most especially in areas the fore- there is little likelihoodof ITFS saturation in Docket 16453 seeable future."3 In its Report and Order on the Commission ruledthat

IReport and Order,Docket No. 16543, FCC66-608, adopted July 13,1966,p. 7.

2Notice of Proposed, RuleMaking, Docket No.16543, p. 3. 3Notice of rule making, p. 3.

169 141

If an applicant will serve more than one school system and it becomes apparent that more than four channels will be required to effectuate the system proposed, a request for waiver should be filed. Every consideration will bo given to such a request in the light of the special circumstances surrounding it.' Previously, no limitation had been set on the length

of time an applicant would be given to implement the plans

set forth in his original application. The FCC provided that an apPlicant proposing operation of fewer than four

transmitters at a single locatidn might request that the remaining channels in the group be reserved for future expan-

sion of the system and that the Commission would try to avoid assigning the remaining channels in the group as long as such

action appeared feasible in the judgment of the Commission. C) Since the provision did not give some applicants sufficient

assurance, many systems applied for four channels without

definite plans for their use. The proposal in Docker, 16543

sought to remedy this unnecessary hoarding of channels. Opponents of this amendment argued that it would "discourage the development of an ITV educational system

since the utilization of ITV channels and the fiscal realities of educational institutions are necessarily predicated on long-range planning....The fact that the use of all

channels in. a multiple-channel systEm cannot be inaugurated

immediately should not preclude an applicant from obtaining

1Report and Order, Docket No. 16543, p. 2.

170 142 form those additionalchannels which anauthorization for plan for the useofITV."1 ITFS, they anintegral part of a maintained, to education amultiple- was establishedto make available sub- that teachingmaterial in several channel system so The je!ts could betransmitted simultaneously.... four channels was asessential to the .availability of all availability of the development of thesystem as is the , in its use on a first....The trueeconomies of ITV lie multiple-channelbasis.2 line of reasoning, The Commissionconcurred with this assignments werealready be- but maintainedthat, since ITFS of the country,unused author- coming scarce insome sections to lie fallowbut should izations "shouldnot be allowed length of time or either be activatedwithin a reasonable the channels to applicants released to allowreassignment of 3 and operate onthem." wtio are able andwilling to construct amended, but theCommission's Therefore, the rulingwas not applicants applyingfor rules were revisedto require that submit to theCommission a plan more than oneITFS channel and complete con- indicating when theyintended to begin they applied. The struction on eachchannel for which that "theCommission Commission's Reportand Order stated

1Ibid., p. 3.

2Ibid., p. 3.

3Ibid., p. 3.

171 143 will examine the proposal and,in the light of the circumstances surrounding theapplication, will determine whether or not a grantof the channels app7.1ed for would 'serve the publicinterest."' With regard to the attachment of a map tothe Form

330-P, the FCC did amend its rules torequire such an. appendix. The complete Form 330-P, includingattached maps, would be forwarded by the Commission tomembers of the Com- mittee for the Full Development of.ITFS sothat regional and local planning could be based onfactual data supplied by the applicantsthemselves.2

1 Report and Order, p. 3

2See Appendix for application procedureand Form 330-P.

172 Chapter IV

Inter-Institutional Cooperation in the

Development of ITFS Systems

During its early development Instructional Television

Fixed Service was characterized as an economical, locally-, controlled system oriented to the traditional public school orgization structure and needs. Many of the first systems to apply for construction permits reflected this basic design.. The 1967 study of CCTV and ITFS television systems concluded that "only relatively few systems have matured into high quality versatile installations with technical standards comparable to those of broadcasttelevision."' Advanced engineering design, increased experience with and dissemination of information about ITFS, restructured organization patterns, extensive federal funding and pressures on other segments of the educational community subsequently reversed this early trend.

Development of diocesan ITFS systems Public school systems, hampered by lack of aeader- ship, information and, above all, bj cumbersomeadministra- tive machinery, moved slowly in the development of ITFS'

1 DAVI, CCTV Survey' 1967, p.3.

11414

173 145 systems. By contract, and for a variety of reasons, the

Roman Catholic diocesan school systems moved with decision, force. and rajor financial support. The parochial schools, severely pressured by overcrowding, staff and curriculum changes, and spiraling costs of education, recognized an urgent and real educational need. Some of these problems- - the necessity of teacher retraining, pre-service teacher training and "virtually revolutionary" curriculum changes" were common to all school systems.1 While federal aid was available to public school systems, particularly through

National Defense Education Act institutes, for the retraining of teachers in critical curriculum areas, the parochial school personnel received no subsidy for training. Further, parochial schools were not eligible for many of the facilities improvements authorized in federal legislation. The

Catholic school systems were hard-pressed to meet accredit- ing standards for programs in the laboratory sciences, to hire special music, art and foreign language teachers and to build expensive facilities.2 Diocesan school systems also faced massive problems related to their size. Reverend Michael Dempsey, Assistant Superintendent of the Brooklyn Archdiocesan school system,

1Dempsey, "The Promise of Microwave ETV," p. 21.

2 Ibid.,p. 21.

174 146 240,000 students,considers which includes6000 teachers and for the use oftele- this one of tnemajor justifications vision. good education,partici:. The many obstaclesto universal into larly in a largeschool system,resolve themselves distribution of resourcesor, a questionof adequate question ofcommunications. Bigness better still, a functions, to isolategroups tends to compartmentalize of people orteachers or schools.... -communications medium ...offers thepossibility A mass particularly of breaking thelogjam of communication, tailed to the realneeds of theschool if it can be dominating it.1 system so it serveseducation without school systems, ITFS, as developedby the diocesan that are to provide thoseelements of education was "geared 2 capabilities of theclassroom." over and abovethe ordinary the quality ofin- ITFS offered anopportunity to upgrade without having toprovide struction throughout awhole system 3 more facilitiesor' more faculties. inherent in ITFS The local controlof the system administrators aswell. offered uniquebenefits for diocesan Catholic educatorsand adminis- By owning thetotal system freedom in programcontent trators could"exercise greater with fewer legal (including the teachingof religion)

restrictions orequal-timerequirements."

1Ibid., p. 21.

2Ibid., p. 21.

3Frymire, privateinterview. ETV," p. 22. 4Dempsey, "Promiseof Microwave

175 147

The diocesan organization structure also allowed for a systematic developmentof ITFS within this sector. A single person, the bishop; was responsible for the school system, for out-of-school religious education, for the basic administrative framework of the total diocesan organizational unit. This facilitated a systematic approach to ITFS as an instructional and administrative toolfor in-school and out-of-school application. The fact that the bishop was also responsible for the financial activities ofhis diocese made it possible for him to act decisively to appropriate substantial funds for television. While pUblic school systems were dependent upon deliberative schoolboards and, in many cases, an expression of publicsupport by passage of a bond issue, the administrator of the diocesewas a. much freer agent. When the Catholic schools and other elements of the dioceses could prove an urgent need,theadminis- trator could act. Since the bishop was also responsible for personnel appointments, he could also providethe-staff to support a major television facility. A major problem of the dioceses was thatof religious training of Catholic students turned away fromovercrowded

Catholic schools. In order to supplement the religious training of these students attending publicschools the Roman Catholic bishops charged the Confraternityof Chris-

tian Doctrine with the responsibility for thedevelopment of

17G 148

a comprehensive religious instruction program. Special teachers were needed but in short supply; expensive train-

ing materlals were not available. The locally controlled ITFS system, free to supply religious training on a broad

scale, eased the problem of teacher education and of direct

instruction of CCD students. Monsignor Joseph H. O'Shea, head of the Miami (Florida) diocesan Radio and Television

Commission, described the situation in 1967: The major obstruction that impedes the success of the CCD program is the problem of teachers. For one thing, there is a tremendous shortage of teachers in relation to the masses of Catholic children that should be part of the program. For another, it is extremely difficult to train properly those good people who have volunteered to teach.... The result is that,... the classes lack sparkle, the students lose interest, and after a short time, they either stop attending or are present only under great duress.... It is one thing to look for dynamic class presentations by volunteer catechists, who are immersed in a multitude of secular pursuits and responsibilities, and, almost always, have little time for class preparation. It is something else again, to .bring into the classrooms a model lesson presented by an outstanding teaching talent, and then to ask the catechist to "follow up" the lesson with appropriate discussion techniques.

A similar problem facing Catholic educators was that

of students attending secular colleges and universities.

'Responsibility for the religious training of these students rested with the National Newman Apostolate which assigned

1Monsignor Joseph H. O'Shea, "Interdiocesan Tele- vision: Programming for Quality," report of the initial meeting of the Interdiocesan Television Association, Fort Lauderdale, Florida', February, 1967, pp. 8-9. (Mimeographed,)

177 149 chaplains and staff members to serve Catholic students on individual campuses. Again, Monsignor. O'Shea described the problem an(: the solution offered tL ITV:

The rapidly increasing number of community colleges present special complications. The students are day- hops, who generally have neither time nor inclination to stay around campus when their classes are finished. To try to present a Newman program that will attract any notable number of these students, is almost an impossible task.

Obviously, the'chaplain cannot give a philosophical or theological presentation every hour on the hour, in order to exercise this part of his apostolate on various groups of students during their free periods. Such "live" presentations would be a physical impossibility.

But dynamic, relevant presentations could be available every hour on the hour through combined ... programming and, either the multi-channel diocesan TV system or... an inexpensive videotape recorder./

Furthermore, because ITFS could be used for administrative traffic, the bishop could use an existing system for a communication link between the diocesan administration, religious communities, priests' councils and other diocesan units. William J. Halligan, Educational Consultant for Micro-Link Varian Associates, stressed the element of privacy of ITFS as being "of special interest for parochial school districts."

The system can be used for religious instruction as well as for conferences of an ecclesiastical nature. For example the bishop might use it to address all the priests or pastors of his diocese or the faculties of

1Ibid., p. 10.

178 150

. his schools. He, the superintendent. of schools or some other person can address all the students and faculties at. one time.' Dfocesan administrators fovesaw other applications of ITFS in Catholic hospitals, non-Catholic adulteducation, Catholic youth groups, missions and other church activities organized on a diocesan level. Because of this systems approach, made possible by the organization structure of the diocese, ITFS was "deliberately planned to be an instrument for the whole instructional and educational apostolateof theChurch."2 The approach, according to Monsignor Ralph Schmit, Director of Television for the Milwaukee(Wis.) Archdiocese, reflects the thrust of Vatican.II, that of

communicating with the world and giving Christianwitness."3

The concept of instructional television wasnot new to Catholic educators. Several Catholic school systems had experimented with the use of instructional televisionsince its earliest inception, participating activelyin community public broadcasting projects both as teachingstaff and by offering entire courses within their schools overbroadcast or CCTV. Catholic schools were full supporters of the

1 Quoted in Perrin, n.p. 2Dempsey, "Promise of MicrowaveETV," p. 22.

3Monsignor. Ralph Schmit, private interviewheld in Wilwaukee, Wisconsin, August 19,1969.

179 151

Chicago Area ETV organization and had actively participated in the Midwest Program for Airborne Television Instruction

(MPATI) .1 -A 1960 report on activities of. Catholic educator3 in instructional television indicated, for example, that The Catholic schools of Pittsburgh are taking a prom- inent part in the in-school (television) programs. There are 1,123 classrooms in the diocese which are currently using television for basic instruction in science, in physics and in developmental reading.... Teachers ... are taking in-service work in developmental reading. Teachers from the diocesan schools have taught in-school programs over these stations. Diocesan elementary and secondary schools in Boston, New Orleans, St. Louis, and Raleigh are also using television for direct teaching.2 Several Catholic schools are currently using closed- circuit television for at least part of their regular instruction. On the college level this number includes Dayton, Detroit, Duquesne, Fordham, Georgetown, Loyola of Chicago, Marquette, and Notre Dame. De La Salle High School and Ursuline Academy of Dallas use CCTV for high school subjects.3 This report listed numerous local activities by Catholic educators in the field of instructional television. Such experience with television as a medium had demonstrated to some Catholic educators such as Father Dempsey that TV operates in its own peculiar way ... so we must accommodate outselves and our materials to its demands as a medium. If it is used at all, it must be allowed to operate effectively both as television and as education. In our enthusiasm for a new, promising medium,

1Irrymire, private interview. 2Culkin, "Television in the Service of Education," P. 33.

3Ibid., p. 36. 180 152

we must insist on good education and bend the medium to do a worthwhile educational job.1

Above all, the leadership of one man, Reverend John M. Culkin, S.J., was responsible for the development of ITFS on the diocesan school system level. It was Culkin who "stimulated dioceses to take a giant step into the age of electronic education."2 A long-time advocate of instructional television, Culkin warned his fellow Catholic educators that Leadership will fall only to those who share the responsibilities of the pioneer stages. It is possible to be "too late," and some schools will find that they have unwittingly built themselves into an electronic ghetto where they meet with groups of fifty or one hundred, while others are reaching for.thousands. In an enter- prise of such moment for education, we can afford to have no bystanders in the ranks of Catholic education. Educational television will be as effective as its leaders. If not us, who? If not now, when?3 When ITFS was considered by the ITFS, Culkin assumed the rule of-leadership in informing Catholic educators of the potential of instructional television in general and ITFS in particular, of advising local administrators and guiding the development of several diocesan ITFS projects. "If

Catholic education has been somewhat slow to take full advantage of educationaltelevision," he told his colleagues,

1Dempsey,"Promise of Microwave ETV," p. 22.

2O'Shea,p. 1.

3Culkin,"Television in the Service of Education," P. 2/4.

181 153 "1 "it is not too late to head offthe movement at the pass.

ITFS offered Catholic educationthe opportunity it needed for action. In his position as educationaltelevision con-. sultant to the National CatholicEducation Association, Culkin assumed the role ofherald cf ITFS. Operating on the expressed theory "that tomorrowis that period of time which is 24 hours away fromtoday."2 Culkin responded immediately and dynamically to theauthorization of ITFS. During the first years of ITFS he spokewidely at. Catholic education conferences, biships' meetings,religious communities and with individual administrators,extolling the opportunity presented to Catholic educationby ITFS. Culkin was able to providethe advice and expertise that was lacking in thepublic school domain where noorgani- zation had assumed such aleadership role. In meetings with

dioceSan representatives hediscussed the technical aspects

of 2500 MHz television,including "transmitter quality, vendor reliability, capableconsultantative help, and fi- considering the hardware nances.n 3 Of utmost importance in

for ITFS and. itsinstallation, he warned potential users,

1Culkin, "ETV (and CatholicEducation) Zoom In or Fade Out," America, CVI(November 11, 1961), p. 174.

2Ibid.

3O'Shea, p. 1.

182 154 were "a good consulting engineer and alert legal counsel."1 He advocated limited local programming at the outset because

"lack of necessary time, knowledgeable personnel and suitable resources" produce programs of less than desired quality. In general Culkin outlined for those contemplating the use of ITFS a policy of "slow-fast-slow" which meant that

"persons involved for the first time in 2500 megacycle television need to be slowed down early in the game until it is obvious that they know what they are doing, then speeded up to keep them interested and involved, and finally slowed down again to make sure they are telling the public all the facts -- advantages and limitations of the medium rather than overenthusiastic, distorted views of ITFS."2 Culkin's leadership and diligence influenced many of the nation's largest dioceses to apply for reservations for ITFS channels. Not all of these systems have subsequently activated their channels, but at one point Catholic systems held 74 of a total of 84 channel reservations in the country with four Catholic school systems holding a total of 61 channels in several metropolitan areas.3

1"ITFS (2500 Mc/s)," Audiovisual Instruction, XI (June-July, 1966), p. 444.

2Ibid.

3Donald F. Mikes, "The Development of the Instruc- tional Television Fixed Service (unpublished paper, Univer- sity of Maryland, April 22, 1969), p. 21.

183 (-) 155

Bradley demonstration Inherent in the original Rule Makingestablishing

ITFS and jn the plans Vol' diocesanschool systems was the

concept of a multi-channel extended rangefacility. The first demonstration of the practicalutility of low power,

extended range, multi-channel transmissionvia ITFS was conducted in January 1965 by BradleyUniversity in Peoria,

Illinois. At this demonstration for"over 100 school administrators, superintendents andteachers," an omnidirectional signal in color was broadcast inPeoria and received at a 1 School fifteen miles distant inMorton, Illinois. From an engineering standpoint the Bradley systemdemonstrated the

technical feasibility of extendingthe range of ITFS beyond the geographic bounds of the localschool system. To demon-

strate this capability, Dr.Philip Weinberg, Director of the ITFS system and Head of theElectronical Engineering Depart-

ment at Bradley, employed newengineering techniques and prototypes of specially designed2500 MHz equipment. "If

you added up all theserial numbers of all the component

parts of the system," Weinbergrecalls, "they would have added up to less than 100."

1Weinberg, "Microwave ETV," p. 21.

2Philip A. Weinberg, privateinterview held in Peoria, Illinois, August 20,1969.

184 156

Federal funding for ITFS

The technical potential of ITFS became an economic possibilit:, with the passage of major federal legislation in support of education. The maturity of the engineering design and of carefully conceived plans coincided with the federal program of assistance for technology which reached its peak with passage of the Elementary-Secondary Education

Act and the Higher Education Acts in 1965.1 Technology and available funding "meshed together so that we find the federal government not only made the frequencies available through the FCC but also, through the actions of. HEW, brought into being a substantial number of the total ITFS systems now in operation."2

The ESEA (Public Law 69 -10), authorized in April

1965,, did not mention ITFS specifically; funding for instruc - tional television facilities was authorized under Title II which supported Supplementary and Education Centers and

Services. Several school systems were also eligible for funding for ITFS development under Title I of ESF which provided Financial Assistance to Local Educational Agencies for the Education of Low-Income Families. Major funding for the development of instructional television facilities was

1Frymire, private interview.

2Ibid. 185 157 also available under the Higher Education Act of1965, specifically Title I, for Construction of Graduate Academic

Facilities and Title VI, Financial :".ssistance of the Improw- ment of Undergraduate Instruction. Some ITFS systems were also developed with federal funds under the Nursing Educa- tion Act. In order 'to encourage development of ITFS systems under federal assistance programs the Committee for the Full

Development of ITFS undertook a campaign to disseminate information about the nature of ITFS and techniques for establishing local systems. The major effort at information dissemination was the publication of an ITFS brochure sponsored by the Education Industries Association, the National Association of Educational Broadcasters, the FCC and the

New York State Department of Education. The booklet, edited by Dr. Bernarr Cooper of New York State, Dr. Robert Hilliard of the Commission and Dr. Harold Wigren of the Department of Audiovisual Instruction, NEA, entitled ITFS: What It Is ...

How to Plan", was published in 1967 by the NEA. Through the efforts of the Committee, 15,000 copies of the booklet were distributed to potential users of 2500 MHz television.

Developmen of college and universIty. ITFS systems Unparalleled pressures of enrollment, changing curriculum demands and new services, combined with passage of

186 158 the federal legislation in support of instructional television, spurred the development; of major ITFS systems at the highcl education level. These systems frequently represent new organization patterns and, to a large extent, have included advanced engineering techniques in their original design.

In many ways, the development of ITFS at the higher education level is analogous to its development within the diocesan school systems. In the first place, colleges and universities had experience with the medium of television, particularly with closed circuit television. The 1962 survey of CCTV facilities indicated that:

The most rapid growth of closed -- circuit television has been in the institutions of higher learning. There is evidence to support the fact that higher education, due to pressing enrollment problems and the shortage of highly skilled instructors, will continue to expand its use of CCTV.1 As early as 1962,however, planners considered the problem of off-campus television distribution. The New York State

Plan for the development of instructional television cau- tioned that consideration be given to the practicality of inter-connection of campus television production centers with educational television broadcast stations and/or with other campus television centers if such would prove educationally desirable. With proper television recording equipment, or transmitter interconnec- tion, some of the campus television units could develop

1DAVI, CCTV Survey, 1962, p. 76.

187 3.59 into production centers for remote education television stations or for distribution around the network.2

Secondly, the need for new methods of instruction at the college and university levels was urgent. Traditional methods are inadequate to meet the demands presented by un- precedented numbers of students; multicampus institutions bring problems of administrative and instructional communication; faculty and resources cannot keep pace with radical

curriculum changes and the current information explosion; institutions are called upon to produce unparalleled numbers of professional personnel for education, medicine and industry, to re- train personnel for these professions, and to

continue the education of those in the professions. InstrucZ tional television presents one method available to signifi cantly increase the range of existing resources at a minimum increase in cost. The catalog of the Association for Con- tinuing Education at Stanford University describes the problems which necessitated the development of the ITFS system at Stanford: Tremendous student population growth ... combined with the rapid obsolescence of skills resulting from the ever- expanding body of knowledge in both technical and administrative fields of modern business and industry has created a crisis in education. One solution to the problem is through utilization of modern, well-managed communication techniques. Specifically, closed circuit television will provide the opportunity to bring more and more student/employees into a direct teaching

1Quoted in CCTV Survey.., 1962, pp. 76-77.

188 160

relationship with the best educators available, while doing so at moderate cost. This objective is to be achieved through unification of available educational resources, while at the same time centralizing the requirements of participating local industry. In describing this utilization of closed-circuit television, including ITFS, the 1967 survey of CCTV/ITFS systems observes that

The use of television in certain situations to increase the range of "normal" classroom instruction is a legiti- mate use of the medium. CCTV has helped many institutions meet the problems caused by rapidly increasing enrollments and the continuing shortage of qualified instructors.2

This same study continues, however, observing that

In many institutions of higher learning such use, after long years of supplementary uses of the medium, has finally brought CCTV to economical stability and made possible continuation of more esoteric uses and experimentation with ways of improving instruction.3

This fact is significant, for many of the innovative developments in the use of instructional television, including ITFS, have been introduced by the engineering departments, or departments of radio and television, at colleges and universities. The operation of the Bradley University ITFS facility.by the Department of Electrical Engineering pro- videsone example, while the extensive continuing education

1Association for Continuinz Education, Catalog, 1969, n.p.

2DAVI, CCTV Survey, 1967, p.-2.

3 Ibid., p. 3.

189 161 program operated by Stanford University represents a unique

application of instructional television in the "first really

substantic.1 attempt to cut down the need to move students and to bring lessons to the students."1 Institutions of higher education, particularly private colleges and universities, enjoy the independence necessary to make the major commitment in terms of financial investment and staff required for effective development of an instructional television system. Because of this administrative independence, complemented by a variety of programs for federal funding available to institutions for cooperative programs, for training in special professional areas and for experimentation, ITFS systems at the higher education level offer the greatest promise for future quantitative growth and development.2

Cooperation Among Institutions and Systems in the

Development of ITFS

Public. school systems

The practical necessity and engineering feasibility of extending the range of ITFS frequently demanded new

organizational patterns within school administrations in

1 rymire, private interview.

2Cooper, private interview.

190 162 order to transcend traditional geographic boundaries. The

Bradley system is unique in this respect as well: the ITFS system. operated by Bradley serves nut the University but thr: school systems in the surrounding communities.

Historically, the system was conceived by the Illinois

Valley Educational Television Association, formed is 19611 to represent area school districts, parochial schools, local hospitals and industry.1 In the fall of 19611 the Board of the IVETA requested Bradley University to develop a multi- channel television service available to area school systems on a fee basis. Having demonstrated the technical feasibility of ITFS as one aspect of a total regional television network, the Bradley system, in September 1965, began broadcasting educational programming to over 8,000 students in 22 parochial and public schools in five separate rural and urban communities.2

Though Bradley first demonstrated the engineering design necessary for a broad-based ITFS system, several other communities had also developed the type of organizational structure necessary for cooperative development of- an ITFS system. An early example of regional cooperation is the New Trier (Illinois) Township Instructional Television

1Weinberg, "Multi-channel Microwave," 22.

2Weinberg, "Microwave ETV," 23.

2D1 163

Council. As early as 1961 the New Trier High School and six feeder elementary school districts considered television as

an answer problems of communicv.tion and duplication of effort among the seven separate school districts, eachwith

its own Board of Education and Superintendent of Schools.

The goal. of the Council was "to provide for all seven dis-

tricts those things that they could do better in common than

on their own, for the high school to take thelead in some 1 areas, and to provide more resources tostudents." In 1965 the New Trier High School applied for an ITFS construction

permit in the name of the Council. Another example of an existing cooperative program

which looked to ITFS was the Midwest Program for Airborne

Television Instruction (MPATI). MPATI was a non-profit educational organization whose corporate members represented

public, private and parochial schools in a six-stateregion

consisting of Indiana, Illinois, Kentucky, Michigan,Ohio

and Wisconsin. The organization was formed "to provide every city, village or crossroadsschool with access by means of television to a wide range of qualityinstructional

material at a small cost."2 To achieve this goal, MPATI,

1 Robert W. Pirsein, private interview inWinnetka, Illinois, August 18, 1969. 2Federal Communications Commission, DocketNo. 15201, FCC 65-588, adopted June 30,1965, p.2. 164 operating on an experimental license, began in 1961 broad-

casting instructional programming from a DC-6 aircraft hovering a 22,000 feet in the are,. of Montpelier, Indiana. In October 1963 MPATI applied for regular status for the use of frequencies in the upper UHF band.

The FCC in its Report and Order on Docket 15201, denied MPATI's request for UHF channels, adding that "the

Commission will entertain an application from Midwest Pro- gram for Airborne Television Instruction, Inc. for six- channel operation in the 2500-2690 Mc/sband."' In March

1966 the Commission waived the limit of five channels per licensee to authorize construction permits for six ITFS channels to MPATI.2

1Ibid., p. 4. 2Potential users of ITFS within the region served by MPATI expressed concern over the possible preemption of ITFS ground frequencies by air-borne ITFS distribution..In Cleveland, particularly, concern over MPATI's plans was one of the factors in the .subsequent freeze on ITFS applications. In fact, the concern was not entirely warranted, since the same principles of directed antenna applicable to ground-based ITFS were inherent in air-borne distribution. Mcivor Parker explained the principles to the Committee for the Full Development of ITFS: "If you have the receiving ends of the system looking away from the aircraft, then they would not suffer interference from the airborne operation, and if you have the ground-based receivers for reception looking away from the aircraft, asain you get some continua tion and again they could operate on the same channel without interference." [Federal Communications Commission, Official Report of Proceedings of the National Committee for the Full Development of .ITFS (Washington, D.C., March 15, 19667;-15. 87.]-'The entire questions was moot, however, for

193 165 Local cooperation to obtain federal funding

Local cooperative efforts took on new significance as public school systems made plans to apply for federal funding. In the Peoria area, for example, Weinberg reported that:

In the fall of 1966... 29 communities will be participating (in the ITFS system). The principal additions were two rural counties ... with more than 40 schools. ... The rural additions were made possible because of the cooperative actions, on a county-wide basis, of the school boards and administrators in pooling their allotments under. Title I of the Elementary-Secondary Educa- tion Act. Some of the school districts had such small individual allotments it seemed hardly worth the effort to develop a program to satisfy the requirements imposed by the state and federal agencies. Under the leadership of the county school superintendents, joint proposals were developed. Although a sizable portion of the initial allotments were used for hardware, the establishment of such a communications link has created unlimited utilization opportunities.1

Harold L. Coles, Superintendent of Schools in Fresno County

(California) described a similar cooperative effort among his schools:

The unique and urgent needs of culturally and economically disadvantages pupils in Fresno County was the single most important reason for the immediate provi.L sion of 2500 MHz system....One fourth of the 116,328 pupils enrolled in the school systems of Fresno County represent families of low income. In order to provide special educational opportunity for disadvantaged pupils through ITV, the Fresno County Superintendent of Schools authorized members of his staff to prepare a project application under the Elementary and Secondary Education

MPATI later dismissed is construction permits and the DC-6 has since been grounded.

1Weinberg, "Microwave ETV, 21. 166 Act, Title I, for the cooperative use of unused or unallocated funds on behalf of the school districts of Fresno County. Each school district Board of Trustees authorized such action by-a duly adopted resolution. This application was approved the State Board of Education....Each district transferred its funds by warrant to the applicant district which, in turn, transferred said monies to the County Superintendent for official expenditures.' This type of cooperative planning for the development of

ITFS systems was repeated in numerous other areas. State- wide telecommunications programs and programs for the expen- diture of federal funds have done much to foster and to coordinate this type of cooperative venture.

College and university systems Inter-institutional cooperation in the development of ITFS systems at the higher education level is, to a large extent, the reason for the relative success of the systems at this level. The variety of organizational patterns are not easily categorized; therefore, a brief description of various individual cooperative efforts proyides a more comprehensive picture of developments:

A. Stanford University Association for Continuity

Education. The Engineering Department of Stanford University in Palo Alto, California began work in 1954 to develop a

1Harold L, Coles, Superintendent of Schools, Fresno County, California, Public Schools, Report on ITFS program (Mimeographed).

195 167 program in continuingeducation by.which the engineering department made available graduate level coursesto part- time stu6c_nts who worked for local industry. The fact that students in the continuing education program wererequired to meet the regular class schedules on campus presented problems, however: courses were frequently taken because they were scheduled in convenient timeperiods; students were forced to commute longdistances and in busy rush hour traffic; businessmen, frequently called out of town on business, were unable to make up missed class work; the fact that enrollment in the program was limitedto degree- seeking candidates was not in the spirit ofcontinuing education. In 1967 Joseph Pettit was appointed by Dr.Donald

Grace, Associate Dean of the School ofEngineering, to inves- tigate, plan and install an ITFS system designedto eliminate existing problems by carrying the courses, viatelevision, to the actual industrial locations. The program developed by the School of Engineering has, since itsinception, expanded to incorporate other disciplines andother institutions: Quite early in the organizational procedures,industry ident.fied areas of instructio, other thangraduate engineering, that it wished to make availableto its employees. At the same time, participatinginstitutions other than Stanford, also identified coursework they wished to offer to on-campus enrollees as apartial or complete study experience. Accordingly the following

196 168

method was worked out: 1. An additional structure known as the Association for Continuing Education was organized with a board of ten representing the various industries and one .representative from Stanford; 2. This non-profit educational group has its own executive head who organizes and causes the non-graduate engineering courses to be videotaped or offered "live". 3. The times of broadcast on the Instructional Television Fixed Service system are those which are not used by Stanford University for its own graduate offerings. 4. The offerings are for credit or non-credit depending upon the institution through which the student enrolls. 5. The Association for. Continuing Education is valuable in that it frees Stanford University of the responsibility for the level of academic excellency of the non-Stanford courses.1

At present, San Jose State and the University of Santa Clara are in the process of preparing courses to be offered by ACE.

The ACE Business Management Institute will offer certificates

in several areas while Stanford will continue to offer gradu-

ate engineering courses and non-credit courses in engineering

and such interdisciplinary courses as mathematics.

Each participating industry agrees to meet certain minimum specifications in establishing its receiving site and monitoring classroom....Each participating industry makes a one-time-only contribution in capitalization support of the multi-channel network based on its annual gross sales. The contribution is used to acquire origination and transmission facilities at Stanford and to establish a fund to enable the University to continue to maintain and improve the technical facility....Opera- tion of the Continuing Education Project is financed by

1Bernarr Cooper and William J. Halligan, "ESEA Title V: Professional Improvement," project report by the New York State Department of Education, Division of Educa- tional Communications, Bureau of Mass Communications, 1969. (Mimeographed.)

1 97 169

a matching per credit tuition to industry of$115.00 and a supplemental television charge of $20.00 per' credit hour, paid by each participating student.'

One unique feature of the ACE systrh. is that all lectures are presented live.

Both Stanford and individual companies have the right to make tapes of the lectures, but none will be rebroadcast. Stanford's tapes may be used by professors in self-evaluation of their teaching methods and, perhaps, for student make-up work. Companies' tapes may be used for make-up and review work; they must, however, erase their tapes at the conclusion of each term to protect the professors' copyright privileges.2 A second important feature of the ACE system is a two-way FM radio which links the instructor and each of his students. Any student, whether he is in the studio classroom face- to-face with the instructor or in the classroom "just down the hall" from his working office, can merely reach for his microphone and ask questions or seek clarifica- tion whenever he so desires. His question as well as the instructor's answer are simultaneously heard by each student in each classroom regardless of location. The free exchange of communications between student and instructor so vital to the learning process is thereby maintained.3 The technical aspects of the response system developed by

Stanford, and the possible development of this system for both voice and data transmission, have taken on added significance with the 1969 regularization of the service

IIbid.,- p. 5. "New Television Facilities Help Teach Off-Campus Engineers," Stanford Engineering News, LXVIII (May 1969), n.p. 3Association for Continuing Education, Descriptive brochure.

198 170 previously operated by Stanford on an experimental basis.

B. The Association for Graduate Education and

Research of North Texas (TAGER). TAGER was cha'rtered in

August 1965 by seven private universities and colleges of

Northern Texas: Southwest Center for Advanced Studies of the University of Texas at Dallas, Southern Methodist Uni- versity, Texas Christian University, Austin College, Bishop

College, Texas Wesleyan College and the University of Dallas.

The purpose of the Association was to promote graduate education and research through cooperative program development and sharing of resources. An educational closed-circuit television network, interconnecting the educational institutions and industrial receiving locations in The region, began operation in September 1967.1 The TAGER catalog describes the purpose of instructional television: The logistics of transporting either students or faculty between campuses of participa:Ging institutions presented a major obstacle to immediate large scale cooperation. However, member institutions recognized that a closed- circuit television network with talkback facilities would bridge the distances involved and provide an essential tool to accomplish efficient and immediate educational cooperative opportunities.2

In January 1970 TAGER applied for eight channels in the 2500

MHz range in order to "provide TAGERs immediate requirements

1 Letter, George E. Krutilck, March 6, 1970, p.2.

2The Association for Graduate Education and Research of North Texas, Catalog, 1969.

199 171. for more receiving locations in the Dallas and Forth Worth

fll area. . In technical and educational design the TAGER and the ACE syitems are similar.

C. Rochester Institute of. Technology. The R.I.T. television center represents a different type of organization structure. R.I.T. operates the Center which "was created and exists primarily to improve instruction at the Insti- tute." (Brochure) The R.I.T. center produces programs for the Institute and maintains a videotape library. In addition, however, programs originated in the R.I.T. center are transmitted by ITFS to the Rochester area. Institutions which desire to receive the R.I.T. signal install a receiving antenna and converting device; at present two four-year colleges, Nazareth and St, John Fisher, are cooperating with

R.I.T. in a consortium which permits the exchange of credit and services between the three institutions.

D. Marquette University. As early as 1959 Marquette University in Milwaukee, Wisconsin, began consideration of

cooperative programming with several smaller four-year colL.,

leges in the Milwaukee area. With funds available under Title VI of the Higher Education Act the institutions activated plans for the cooperative exchange of undergraduate instruction, particularly in the field of nursing. In the

1 Krutilek, letter, p.1.

200 goo 172

cooperative venture Marquette has developed programs which

are available to the area colleges; at present Cardinal

Stritch Ccllege and Alverno College, as well as the Marquette

University College of Nursing, are participating in the program. Industrial plans have approached Marquette Uni-

versity in order to develop the type of industrial programming available through ACE and TAGER.1

E. Indiana University. The ITFS channels allocated to Indiana'University in Bloomington actually serve a con-

sortium of colleges and universities which are members of the Indiana Higher Education Telecommunications System. The two ITFS channels relay programming of the IHETS to students in several university locations, including the campuses of Indiana University, Purdue University, Indiana State Uni-

versity and Ball State. In addition, these same ITFS channels serve to relay programming from the Indiana University Medical Center to nursing school and hospital locations through the Medical Educational Resources Program operated by the Indiana University Medical Center.

Medical systems Medical schools, nursing schools and hospitals have,

in recent years, developed extensivc programs and pre- and

1Bedwell, private interview.

201 173 in-service training ofmedical personnel. In several cases, have these programs representconsortia of institutions which shared programming onclosed-circu television and videotape internal distributionsystems. Several of these exist- to ing cooperative programshave now begun to plan for and employ ITFS as one method ofdistributing medical education resources to staff andstudents on location in hospitalsand medical schools. The inclusion of the MedicalEducational Resources

Program within the IndianaHigher Education Telecommunica- tions.System represents one exampleof the employment of the ITFS in medical education. The MERP, operating under

Medical School administrationat Indiana University has, since 1967, provided videotapedprogramming to several insti- facilities of MERP have tutions. Beginning in late 1969, the been expanded to relayvideotaped programming to institutions

in distant locations whichformerly were on the videotape

mailing circuit. The MERP, currently workingthrough the Indiana Higher EducationTelecommunications System, antici-

pates the eventual developmentof an Indiana Medical Tele- extend these resources in terms . vision Network to further .

both of distance and ofprogramming. The ITFS system operatedby the Wayne State University Instructional Technology Center servesa coalition ofinsti-

tutions offering nursestraining programs. The coalition

202 17)4

received a five-year grant from. the Nursing Education Act

to "significantly increase the number of Registered Nurses

graduated' and to "raise the learn2ng level" of the student:,..1

The ITFS system distributes centrally designed and produced

programs. From the point of view of instruction, all lessons are based on learning objectives agreed upon by representa-

tives of each member of the coalition; each lesson, before it is distributed, is evaluated in terms of the stated objec-

tives.2

Since 1967 the :Fulton -DeKalb Hospital Authority in

Atlanta, Georgia has operated an ITFS facility which trans- mits medical education programs from Emory University Medi-

cal School to more than 1000 students in training programs both pre- and in-service. The University of Cincinnati, Department of Biomedical Communication has recently begun a similar program for Cincinnati region medical personnel.

In Milwaukee, the Regional Medical Instructional Television Station serves several hundred physicians, nurses and students at ten hospitals and schools. Construction permits have also been granted to the University of Alabama at

Birmingham for an ITFS system which will be operated- as a

Community Medical Television network to distribute clinical

1Tintera, private interview.

2 Ibid.

203 175 conferences, seminars and courses forpracticing physicians and related health groups. A similar program is planned by the Univel.sity of Texas Graduate School ofBiomedical Scierces at Houston which has been granted constructionpermits for two ITFS channels which will be activated toextend the coverage of the Medical Community Television System now serving twenty institutions in the Houston area.

Inter-diocesan cooperation A different type of cooperative effort is represented by the organization of diocesan ITFS systems for the production, purchase and rental of programming and for the cooperative purchase of equipment. By early 1967 four major diocesan systems--New York, Brooklyn, Detroit and Miami- - were on the air, "Los Angeles was to be operatingin a matter of weeks (and) the. Federal Communications Commission had granted permits to eleven other dioceses to constructsimilar systems."1 Father Culkin, in order to coordinate the activities of these systems, invited representatives of the dioceses to a meeting to discuss plans for cooperative possibilities. To insure attendance the February 1967 meeting was held in Fort Lauderdale, Florida. At this meeting the represcntatives of the ITFS systems formed the Inter-diocesan TelevisionAssociates.

1 O'Shea, p. 2.

204 176

Purpose of this organization was to provide a means for diocesan systems to pool their efforts in applying for

financial aid, in planning and pru_iucing programs and in purchasing programs, materials and equipment.1' The incorporation notice of the ITA establishes the folloWing goals:

1. To encourage the establishment and development of the use of educational television and instructional television fixed service in Catholic schools as well as in public and other private schools, 2. To coordinate the activities of Catholic schools throughout the U.S. relating to the use of instructional television fixed service, 3. To advise and counsel interested educational institutions in the planning of and preparations for the usage of ITFS. 4. To collage and disseminate information, visual aids and any other materials useful to educational institutions which are engaged in the use of ITFS or which plan to engage in the use of ITFS, 5. To establish and develop centralized television film and videotape, libraries which will furnish to members programs of a high caliber, 6. To establish and develop production centers which will produce instructional programming peculiarly attuned to the needs of Catholic elementary and secondary schools as well as to make similar programing available for other public and private school systems, 7. To engage in any and all lawful activities incidental to the foregoing purposes except as restricted herein.2

This group corn;inues to meet, to work to coordinate activities of member dioceses and to disseminate information about ITV.

1Ibid.

2Incorporation Notice, Interdiocesan Television Associates.

2:05. Chapter V

Determining and Developing the Unique Role of ITFS

Cooperative efforts among school systems, colleges

and universities and educational groups offer-economiesin terms of programming and facilities, but do not insure economies in terms of spectrum utilization. Increased interest in ITFS, combined with extensive federal funding, caused

concern on the part of many individuals andinterest groLq)s

over, the imminent danger of spectrumsaturation in some geo-

graphic areas. Many authorities, such as Frymire, expressed the urgency of the problem and the necessity ofinsuring the fullest possible development of limited channels"through

the best possible engineering design of eachsystem."' The engineering goal expressed by Frymire may be

facilitated through the careful coordination of plans for

the development of ITFS systems in the perspectiveof the total telecommunications needs of a community; it may also

be insured through actions of the Commission inregulating individual systems designs and in establishing priorities

1Frymire, private interview.

177

206 178 in the granting of ITFS permits. Local efforts at coordination range from computer-based channel allocations plans to the consortium in Cleveland by whioL individual users pooled their channels in favor of an allocation of time. To date, the Commission has not altered to any great extent its traditional policy in assigning or regulating channels.

Cooperative Efforts

Committee for 4-,he Full Development of ITFS Several members of the Committee for the Full Devel- opment of ITFS recognized the danger and, from the beginning, had encouraged the development of local committees to coordinate regional development of ITFS. Committees were established, but the national group encountered difficulties in implementing any meaningful control. Cooper broached the subject at the March 15, 1966 meeting of the Committee for the Full Development of ITFS in a question to Chairman

Robert E. Lee: The juesticn has been to what extent will the FCC look with fav,2 on subregional groups....Do they have your blessing?Do they have your approval to advise, coordinate and the like? How much power? ...They want to be effective, and they feel they can be most effective if the FCC will indicate its approval.'

In his roz.;ponse to Cooper's questicn Commissioner Lee summarized the basic problem confronting the Committee today:

1Official Report of Proceedings, March 15, 1966, p. 91.

207 L79 Of course, I think all of them will have to under:stand that the whole operation (of the committee) is purely advisory, and there is no real legal, authority that they have. I think they have a real, practical influence with us....When they call, some',hing to our attention within their competence, thay are ... going to get a little more consideration than the average citizen....I think it should be made quite clear there really is no legal authority. We are cooperating in this effort.' At the January 1967 meeting of the Committee the problem of efficacy and organization were considered in depth. Again, the problem was stated by Frymire: This is a particular problem that we have been faced with since the outset of the establishment of the National Committee. No procedure or system ... We have not adopted a system of appointing state committees or local committees; we have never established criteria for doing this, nor have we ever adopted or suggested a method of communication and how the communication should be maintained and what it should contain, either from the Commission or from the regional chairmen, or from the state committees on up to the Commission. It has been a very haphazard program, one that has thrown ... an unusual burden on the part of the regionalchairmen and certainly on the part'of some of the active state chairmen. It seems to me that we may now be at a point in time where we should regularize our procedures in some way or other.2 In spite of Frymire's and Cooper's protests, no 4- decisive action was taken to alleviate the problem of inef- fectiveness of the Committee. The FCC did rule on Janu- ary 16, 1967, that recommendations of ITFScommittees be sought on ITFS applications:

1 Ibid.,p. 91

2 Ibid.,p. 119.

ZOR 180

The Federal CommunicationsCommission has announced changes in Form 330P,"Application for Authority to Construct or Make Changesin an Instructional Tele- vision Fixed Station,"designed to achieve moreeffi- cient use of availab3efr3guenc.ies.

The revised form callsfor additional information concerning if and when additionalchannels ... will be applied for, the boundariesof all adjoining school districts, and the locationof proposed transmitters. An extra copy of SectionsI and V of the form willbe filed and forwarded to theappropriate subcommittee of the Committee for theFull Development of the Instructional Television fixedService, and-their comments and recommendationssolicited.1 (Italics mir:T among This ruling did notappreciably improve communication Commission, the Committee orbetween the Committee and the Committee had no legal nor did it solvethe problem that the

authority. Problems of poor organizationand lack of authority Commit- continue to limit theeffectiveness of the National of tee. In addition, the Committeeis composed primarily in- educational broadcasters andadministrators rather than aspects dividuals directly associatedwith the instructional meeting of ITFS. Also, the Committeehas no schedule for in and has met annuallyat best. Meetingsare generally held conjunction with regularlyscheduled meetings of theNAEB, events. regional instructionaltelevision groups or related the first The 1970 meeting, heldin San Francisco, represents

1Federal CommunicationsCommission, "Recommendations TV Fixed of ITFS Committees to beSought on Instructional Applications," Public Notice-B, 94474, issued January16, 1967, p. 1.

209 181 local and regional attempt, by theCommission to schedule meetings which mightbe attended by otherrepresentatives Since members of and member 6 ofthe Executive Committee. the tradition of the Ccmmitteetravel at their own expense, Washington, D.C. holding all meetingsat FCC headquarters in from West Coast rep- has met withobjections, particularly in late 1969, resentatives. Commissioner H. Rex Lee, who, chairman replaced CommissionerRobert E. Lee as permanent regarding the role of the Committee,expressed the ambiguity of the Committee atits February 1970meeting: of your annual meetingslast year ... I sat in on one wasn't quite and I saw Bob Leechairing this ... and I role of the Commission was....It wasn't sure what the after I had until we startedputting out notices ... that I found that(it) was set up by taken on this job, commit- executive order, andthis was an FCC sponsored mind immediately. tee ... and thisraised a question in my committee? Have Is this the mosteffective way to have a from the point that youshould be weaned you advanced committee sit from the FCC andmaybe have an educational instant observer andassistant in with the staff as an it very Maybe we should.... Ithink we need to face ... question here squarely, because Ithink there's a real as to how we canbe mosteffective....)

Local Efforts

their remarks, As Cooper andFrymire indicated in planning at a regional the responsibilityfor cooperative

Report 1Federal CommunicationsCommission, Official the National Committeefor the Full Develop- of Proceedings of 27, 1970. ment of ITFS,San Francisco,California, February

21Q 182 level fell to the regionalchairmen appointed by the Com- mittee for the FullDevelopment. The local sub-systems

appointed the regional chairmen, in spite of their legal impotence, assumed much of theresponsibility for the systematic development of ITFS. Their assumption of responsibility was based on the knowledge that Since the first system that went on the air, by its engineering design, would lay the base on which all other systems would have to be built, it behooved us to be sure that the first system was conceived and designed with the best aspects of technical engineering and brotherly love as we could possibly putinto it.1

St. Louis North Circle Project An early attempt at coordinating local development

of ITFS was included within the North CircleProject conducted by the cooperating schools of the $t. Louis(Missouri) subur-

ban area. The cooperating schools in the North Circle Project applied for an Office of Education grant"to study

the feasibility of developing a comprehensivesystem for delivering instructional materials, han-ing routineadmin- istrative data, and exchanging teaching resources among

school districts within a metropolitan area. The project

attempted to discover alternatives bothin hardware and soft-

ware and their application tothese three main generic

1Frymire, private interview.

211 183 1 areas," In 1964 Paul Andereck, Director of the Audio- Visual Department of the suburban St. Louis Area, described the ultima:,:e goals of the North Circle Project:

Over a twenty-five-year span, the idea is to hook, up every classroom in Metropolitan St. Louis with regional production centers ... and these regional or neighbor- hood centers would be hooked up with our new audiovisual centers. All day long there would be about ten closed-circuit channels receivable, simultaneously, in each classroom.... The eight centers would be co-opera- tively owned and operated by the districts in each circle or region. That way they would share personnel and equipment costs with neighboring districts. Signals from any of the eight centers could be routed through the Audio- Visual center to any of the other centers. This would allow interchange or sharing of programs..., Colleges in our area would be linked into the network so that high school students could take advanced placement courses. Libraries and museums would be linked into the network so that teachers could order materials from such sources, and they would be delivered by television.... All day long the system would be used for instructional purposes by the participating schools; all night long we would be sending films, filmstrips, tapes, still pictures, and book materials down the lines. These materials will be held on the videotape recorders for playback at the right time, the next day, by the teacher. The center would have data processing equipment to schedule and route all these signals. Tne same equipment would be used for doing school financial and student accounting for member schools.... Special lines would bring in the MPATI and other television programing not now receivable in our schools.2 Phase B of the North Circle Project attempted to determine what would happen if an applicant would initiate a proposed system and what effect his application and --

1Letter, Calvin L. Owens, Associate Director, Audio- Visual Education Department, Cooperating Schools of the St. Louis Area, February 10, 1970. 2Griffith and Maclennan, pp. 142-43.

2 1 2 18/i implementation would have on future applicants. The program, contracted to McDonnel Automation Center, established the design of a program and set of procedures for candidates to 1 follow. In describing the purposes of the program the

June 1967 report of the study group stated:

Although the North Circle plan for processing data hollers both technical and geographic information, it does not comprehend political considerations. A technically desirable point for signal emanation may be politically undesirable or impossible....

Even if the proposed planning tool were to show how all 171 eligible applicants in the St. Louis Area could activate four non-interfering transmitters each, this total accomplishment of such a plan is unlikely. It might be a basic pattern toward which those who would activate transmitters should strive, but it also represents the pattern from which activators must necessarily deviate. This deviation represents the political, economic, or psychological reasons employed in system implementation. Yet, a theoretically perfect plan, modified by numerous practical deviations from such a plan, would still seem preferable and more efficient than random placement or independent and minimal-thought planning. Presuming that the North Circle planning tool would not be adequate to provide the required number of transmitters to meet actual future demand, or that deviations from this plan would reduce the number of transmitters to create a supply unequal to demand, there still must Ye some allocation plan to accompany any siting plan....

Even though the program presented in this report has not yet been applied.... it is assumed that each area must be prepared to contend with overdemand and inadequate supply. Even with the best planning, and certainly if no planning at all occurs, the eventuality of saturation must be anticipated....

From the start, it was assumed that the plan itself ... must be. Since the Federal Communications

1Owens, letter.

2213 185

Committee (sic) is committed to honoringapplicants on a first-come-first-servedbasis and has no power to force any authorized applicant into arestrictive position in comparison to another legitimateapplicant, the applicants who do approach the .11.:;C forpermission to activate channels must do so withself-restraint. This can be achieved throughenlightened self-interest or under the influence of social pressureby peer school- units whose favor is esteemed by theapplicant....

It is hoped that development of siting plansand allocation plans which eliminate surprise movesby neighbor schools and which give applicants more assuranceof stable, continuing conditions and morechannels of communication would be preferred over non-planning. This advantage could be a basic controllingfactor, thus eliminating the need for restrictive,negative action.'

The Higher Education CoordinatingCouncil, an organization composed of all levels of educationin Metropolitan St. Louis, formed an Ad Hoc Committee to assessthe role of ITFS

service, to screen applicants and tocoordinate activities

in the area. Subsequently, the Ad Hoc Committeehas been dissolved and a standing committeeestablished who will hear

applications and make recommendationsto the FCC. To date,

no school in the area hasmoved in the direction ofutilizing 2 the existing ITFS facilities.

Warren A. Boecklen, et al., AComputer Study for the Allocation of Channels and thePlacement of Transmitters for 2500 MHz Fixed Station Servicein a Metropolitan Area Containing Many Eligible A.pplicantsfor Licensing, report prepared for the Cooperating SchoolsA-V Corporation of St. Louis County (St. Louis, Missouri:Instructional Materials Center Audio-Visual Departmentof the Cooperating School District of the St. Louis SuburbanArea, June, 1967), pp. x-xi. Owens, letter.

214 186

California -Los Angeles

Frymire, who left the Educational Broadcasting Branch at the Commission to head the California State Tele-

vision Advisory Committee, strongly advocated the develop-

ment of ITFS as a non-competitive aspect of educational

telecommunications.1 His personal opinion was reinforced by a report of the consulting engineering firm of Hammet and

Edison, commissioned by the State of California to "design

a television system that would cover all of the cities in California having a population greater than a thousand people." The Hammet and Edison report concluded that, in light of crowded broadcast spectrum and the expense of cable,

"it is very likely that the ITFS service will eventually have to carry almost all of the instructional television programs."2 At the same time, Frymire recognized that the solution to the problem of, channel shortage lay in careful engineering design. In 1966 the state plan for educational television Frymire reported: Present FCC rules limit such transmitters to relatively low power and inhibit their use for wide-area coverage.

Frymire, private interview. -2Lawrence W. Templeton, "ITFS Channel Allocations," Remarks delivered at the West Coast Assessment Conference on ITFS Allocations (San Francico, California, May 4-6, 1967), p. 2.

215 187

Assuming these limits areremoved, there will remain the serious problem of morepotential users than channels available.... Committees havebeen formed in an attempt to improve ITF allocationefficiency through voluntary engineering coordination. However, all qualified and interested districts- cannot begranted even a single channel for their exclusive use. Thus, the identified need for multichannelservice will. not be met. A major recommendation of this study is thatmost of the ITF channels be committed to thejurisdiction of an "educational common carrier" in eachmetropolitan area to serve a variety ofschool needs in much the same manner as do the presentETV stations.... The presenttrend of development in which facilities areinstalled, maintained and operated exclusivelyby one district on a "first come, first served"basis is unavoidably wastefulof both frequencies andequipment in the metropolitan areas.' '(Italics mine) Because of the reluctance ofadministrators to relinquish

locar control of theirITFS systems the common carrier concept proposed by Frymire wasnot accepted by California

educators. Local and regional groupsin California werehighly

successful, however, incooperative approaches to ITFSde- of limited channels velopment. In Los Angeles the problem of the 90 indus- was compounded bythe fact that a majority trial users operating inthe 2500 MHz band asOperational Fixed Stations were inthe Los Angeles basin. The Archdiocese early of Los Angeles applied veryearly for 12 channels; by 1966 several school systems,including Pasadena, Fullerton,

1Television Advisory Committee,State of California, Educational Television inCalifornia: Existing Facilities, Future needs and a planfor development (Sacramento,Calif.; May 1, 1966T, Section1, p.

216 188

Placentia, North Orange County Junior College, Long Beach,

Alhambra and Torrance, had expressed interest in applying for ITFS frequencies.1 In January 1966 educational interests in the Los Angeles area organized a committee to provide information to educators about ITFS, to study the prospects of saturation and to work out solutions to potential problems. Chairman of this Advisory Committee, Allan Fink, reported the early activities of the committee to the Com- mittee for the Full Development of ITFS in March 1966. Early in the field when we discovered the number of users already in the Los Angeles area I personally contacted all of the industrial and governmental users to share our concerns, and quickly, we discovered that our future lay in working on a cooperative basis and closely together.... On the 3rd of March this following body of people came together to really take its first real close look at the problem:

We had-the Union Oil and Tidewater Associated Engineer- ing Staff, the Los Angeles City Water & Power Department of Engineering Staff, Socony Mobil Engineering Staff, the Riverside County Governmental Agency representative from the Engineering Department.

We had our educational station management represented.... We had the Office of the Los Angeles County Superintend- ent of Schools represented with a number of people. The Archdiocese was represented and the Pasadena City Schools, and a group of schools around Fullerton, Cali- fornia,.... We had engineering representatives from RCA, Litton Industries and an engineering representing Pasa- dena City Schools. That is quite a body of engineering talents gathered, and ... I think it demonstrates the vital interests that all these people have, the willingness to come together tc identify the problems.2

1Official Report of Proceedings, March 15, 1966, p. 13. 2Ibid. p. 9.

217 189

This regional group, and others established through-

out the state, did not have the authority to apply for fre-

quencies as Frymire had recommended, but it did have the

recognized responsibility to review all applications for

ITFS permits. In considering its charge, the Committee soon

admitted that It would be a rather conservative statement to say that what we-need is some good engineering advice. We probably need an engineering allocation study to try to determine what the best possible use of these frequencies would be in our area.' In light of this realization, the same consulting engineering

firm of Hairnet and Edison was again commissioned in 1966 to propose solutions to the specific problems inherent in ITFS

development. In a report to the May 1967 West Coast ITFS Assessment Conference on ITFS allocations, held in San Fran-

cisco, Lawrence Templeton, representing Hammet and Edison, described the alternatives considered by the firm and by

Frymire, in determining the best possible solution to the potential problem of shortage of channels: First, a set of engineering rules similar to the FCC rules in force for commercial broadcast television, but more complicated to take into consideration that dis- crimination that can be obtained from little receiving dish antennas and the sharp transmitting patterns that can be obtained. By only authorizing new systems that conform to this set of rules, the multiplication fa6tor-- that is to say an increased usagl of the channels available--of about 3 would occur with the approach. The

1Ibid., p. 12.

218 190

drawback to this approach is that in alarge .city--when the service begins to mature and there are verymany stations operating--the application of anyset of engineering rules, of any comprehensive set,and a comprehensive wt would be needed if this multiplicationfactor were to be achieved, would be. verydifficult simply be-. cause of the very large numberof transmitters and receivers which would have to be considered. The second possibility was to prepare acomputer program that would follow the engineering rules approach. The computer would be trained to consider all ofthe fine structure, the fine detail of engineering ofthese systems, the antenna patterns, the transmitterheights, receiver heights, the transmitter power, theeffect of the atmosphere of the signals, the effectof frequency separations, a very large number ofconsiderations could be handled by the computer and for verylarge numbers of transmitters and receivers at a reasonablecost.

The third alternative was the preparationof an allocations plan. The full allocations plan woulddetermine the requirements for channels invarious locations, school districts, population centers,and then would employ a computer to fill thoserequirements. The allocation program would use. the engineeringcomputer program just mentioned but would useit as a tool to select channels for the school districts and thestudent population that had to be served. The computer program would consider each populationcenter, and each school district and assign channels to thisdistrict that could be used without interferring with thesystems of other districts. So the output would be a complete plan. Each school district would be assignedchannels, and perhaps within limits, transmitter locations,antenna patterns, and antenna power. The channel multiplication factor that might be obtained with this approachwould be perhaps as great as 10; in other words,instead of 31 channels being available, perhaps 310different program services could be transmitted over thebasic 31 ITF channels without seriousinterference.' The Hammet and Edison Company program wasfield tested in the Los Angeles area. Templeton reported that the Los

1Templeton, pp. 7-8.

219 191

Angeles basin "was anexcellent test- case because ofthe 35 existing OperationalFixed Stations and because there were applications on filefor 22 ITFS transmitters andabout 200 test, several ITFS receivers." On the basis of the field applicants in the areaadjustment equipment and dismissed channel allocations. Seve:'al other regions havesubsequently employed the computer program designed byHammet and Edison in determining the engineeringdesign of their ITFS systems.

Cleveland Metropolitan area The type of common carrierconcept envisioned by

Frymire met with greateracceptance in. the Cleveland,Ohio, was the metropolitan area. In early 1967 the Cleveland area first in the nation where thepotential problems of channel saturation threatened to become animmediate reality. The

first channel to go on theair in September1964 was in

Parma, Ohio, a suburb ofCleveland. Soon after, the Cleve-

land Archdiocese applied forand received permits ontwenty Council of Greater ITFS channels. The Educational'Research applied Cleveland and the ClevelandBoard of Education each Association for four channels. The Educational Television community of MetropolitanCleveland, which operated the television station, WVIZ,Channel 25, applied forfour

220 192 channels in order to supplement its broadcastservice for 1 the secondary school system. When the flood of applications reached the FCC,the

Commission could not exercise its traditionalfirst-come, first-served policy. "We decided to toss the ball back to the interested parties in Cleveland andask them to find a 2 solution to their problems," according to Hillard. The several educational interests in Cleveland approached the solution to the problem "somewhatat arms' length" atfirst.3For fourteen months the educators worked together to devise the sort of public utilityarrangement that had been proposed in California. Participants in the negotiations included the Diocese of Cleveland,the Cleve- land Commission on Higher Education, whichrepresented area colleges and universities, the Board ofEducation of the

Cleveland City Schools, the Cuyahoga CountySchool Superin- tendents Association, which represented areaschools including those which had not previouslyexpressed interest in

ITFS, the Education Research Council,the Board of Education

1Alan Stephenson, private interview inCleveland, Ohio, August 14, 1969. 2William Hickey, "Umbrella TV AgreementScores Cleveland a 'First'," Cleveland PlainDealer, June 28, 1968, p. 9. 3 Stephenson, private interview.'

221 193

of the Parma City School District, and the Cleveland Academy

of Medicine. ThE lead in the negotiations was taken by WVIZ, which

proposed an umbrella agency, operated under the Educational

Television Association of Metropolitan Cleveland. According to the proposal, all interested parties would sign a contract

to work together in the development of 2500 MHz television

on a community-wide basis. The ETAMC, in turn, would apply for the permit and hold it in trust for the parties to the

agreement and any future users; WVIZ would act in the role

of public utility. Actual control would be by a controlling board, elected by the members, which would be responsible for the formation of plans for allocation and use of chan-

nels, scheduling. time, coordination and use of programming, establishment of fees and charges, and all other administra-

.tive functions.1 After more than a year of planning by the consortium

and processing by the Commission, the FCC, in March 1969, granted the application by the ETAMC proposing use of six-

teen ITFS channels. In making the grant, the Commission

waived Section 74.902(c) of the FCC Rules which provides

that a licensee is limited to four channels for use-in a

1Federal Communications Commission, "Application for New Instructional Television Fixed Station at Cleveland, Ohio, Granted by the FCC," Broadcast Action, Report No. &Job, issued March 24, 1969.

222 1911 single area of operation.1 By agreements the Parma Board of

Education has dismissed the reservations on its four remaining channels but will continue to operate its transmitter on channel A-1. The diocese, which had not activated its channels, will request the Commission to dismiss its existing construction permits on twenty channels.

WVIZ will operate and maintain the ITFS transmission equipment and will provide studio space, if needed, to individual users. The individual school systems and organizations participating in the ITFS operation will subscribe to it but each may also provide its own programming or share in materials transmitted by other systems. Costs of local programming and distribution and charges for printed resource materials will be borne by the developing agency. No one group will have a channel, but each will be allocated time determined by the governing board in accordance with the party's request and with the amount of time available. The only required place by the ETAMC on the member groups is that the programming be of minimum broadcast quality.2 The

ITFS system will be operated as a complement to broadcast

Channel 25. Since the two systems will not be competitive, participating schools will be able to use both ETV and ITFS programming.

1Ibid.

2Stephenson, private interview.

223 195 There were enough "educational statesmen" involved in the original agreement to realize that there wereother agencies wlio had not applied but who would,. in .the future, require ITFS time. To protect the rights of non-charter members, membership in the consortium will be open to other agencies "whose only crime was that they were not quite as aware of ITFS at this point as wewere."'Future members will share full organization and representative rights. At present, two channels, including one STL, are operating on a demonstration basis, simulcasting Channel 25. According to the utilization plan, programming will begin in Fall 1970; present indications are that the diocesewill be the first member of the consortium to initiate program- 2 ming on the ITFS channels. Educational interests are watching carefully the progress of the Cleveland consortium. This is an idea that has been advanced since the establishment of 2500 MHz television for education, but, as with the technical aspectsof

ITFS, it is an untried organizational technique. To Frymire, the Cleveland plan represents the "type of conceptional de-

velopment that should take place." Other authorities;"ffore skeptical of the political expediency represented in the

consortium, are withholding their decisions.

1Ibid. 2Stephenson, response to questionnaire.

$0 2a..(t 196

Priorities

The Committee for the Full Development of ITFS has attempted to.foster the type of local cooperation evident in the St. Louis, California and Cleveland plans. At its November 1968 meeting the Committee considered the establishment of priorities for channel allocations to prevent spectrum saturation. The concern of the Committee members was that the available channels would be allocated before the potential users of ITFS could be identified or would be able to act to reserve limited channels. Samuel Saady of the

Commission expressed the problem faced by the FCC in processing applications:

That question that comes up then is if you preempt the field quickly for those who are able to go now, you have a tremendous problem for the future. For example, the public schools have not been able to mobilize the money, the help or the resources, particularly in central core areas of the cities, as could the university systems, so you get a situation in a large urban area where you get two or three universities coming in, each wanting a four channel system. Those are twelve channels gone. In that central city area with four channels gone, you have right now based on your present technology four channels left for the totality of the public school population.'

The Committee recommended cooperative planning, closer coordination with ITFS subcommittees, and suggested the.

1Federal Communications Commission, Official:Report of Proceedings of the National Committee for the Full Devel- opment of ITFS Cgashington, D.C., March 20, 190), pp. 50-51.

225 197 development of consortia on the local level, as well as the preparation of a list of licensing priorities.

In preparation for the March 1969 meeting of the members of the Executive Board of the Committee were polled to determine a statistical consensus concerning priorities for presentation to and discussion by the Committee. The following set of proposed priorities was presented to the

Committee in March 1969:

I. Service/Level 1. Elementary 2. Secondary 3. College and University 4. Post-graduate professional (including medicao) 5. Post-graduate professional (in-service, industry and other non-medical) 6. Pre-school 7. Training (police, fire, etc.) 8. Information and special services (minority groups, etc.) 9. Other, including federal government uses.

II. Control/Licensee

Order of Priority

1. Public local education (system, institution). 2. Individual community non-profit educational organization not an ETV station. 3. Consortium of non-profit community educational institutions and organizations, not centralizing control through an ETV station. 4. Public state education (system). 5. Consortium of non-profit community educational institutions and organizations contralizing control through an ETV station. 6. Private regional education going beyond local boundaries (i.e., Archdiocese). 7. Private local educational institutions. 8. ETV station.1

1Ibid., pp. 28-29.

22E 198

The imposition of this type of prioritiespolicy met with considerable opposition bymembers of the Committee, who stressr_d, rather than theimposition of rigid priorities, support of local cooperative efforts and thenecessity of the systematic development of ITFS inconcert with other aspects of educational telecommunication. Commissioner Robert E. Lee, in limiting discussion of the matter of priorities by the fullCommittee, appointed an Ad Hoc Sub-Committee,chaired by Dr. Harold E. Wigren of the Department of Audiovisual Instruction,National Educa- tion Association, to consider thematter of priorities for

ITFS. The Ad Hoc Sub-Committee, on June 19,1969, presented its formal recommendations to theCommission. In these recommendations, the Sub-Committee stressed,first of all,

the necessity of local cooperativedevelopment of ITFS:

It is recommended that: 1. Local ITFS subcommittees shallplan for and recommend to the FCC allocations of ITFSchannels in their respective communities, as requestedby the FCC in ITFS Application Form 330 P. Each subcommittee shall include representation from all of thepotential ITFS users within the proposedservice area, and shall have prime responsibility for frequencycoordination. In order to maximize efficient frequencyutilization, the local subcommittees shall coordinate withthe adjoining communities or committees which wouldbe affected by its action. 2. Procedures and guidelines for thelocal ITFS subcommittees should be delineated in ahandbook or by some other means, and distributed by theNational Committee for the Full Development of ITFS. These recommended procedures and guidelines shouldinclude the following: .

227 199

a. The needs and purposesto be served by the local committees. b. The types of institutionsand individuals invited to participate on the localcommittee. Geographical area wh::(,h a localcommittee should encompass. d. The extent of authority ofthe local committee and the appropriate functions inwhich it should engage. e. The criteriawhich local committees should use as guidelines inevaluating applications. f. The types of informationwhich applicants should submit to local committeesfor evaluation. g. The kinds ofreports, together with necessary forms, which local committeesshould submit as they make recommendations. 'h. The guidelines for coordinating thework of local committees in adjacent areas.

3. In evaluating applications,the criteria which local committees should use asguidelines are: a. The proposalshould represent an effective utilization of the frequenciesinvolved (for example, time sharing among two ormore users, or the limiting ofsignal strength to that necessary to cover theproposed service area, or the allocation offrequencies and the selection of transmitter sites tomaximize channels available in an area). b. The proposal shouldreflect cooperative planning for future channel use. c. Considerationshould be given to theunique and special role of ITFSin relation to, and as a part of,the broader development of an educational telecommunicationssystems to serve the educationalneeds of .the area.... d. The proposal shouldreflect the nature and severity of the educationalproblems and needs with which the applicantwill deal. Valid priorities will differ from onelocation to another. Local subcommittees,therefore,must develop their own priorities,taking into account the guidelines that willbe suggested in the proposed handbook.... e. The proposalshould show evidence of program planning which is realistic interms of the applicant's capabilities and resources.

228 200

f. The proposal should reflect whether or not the applicant is ready to employ ITFS and carry out its proposed objectives. It should also reflect whether or not the applicant has a practica:, plan for phasing all channels into operation in a reasonable period oftime....1

The emphasis of the subcommittee members was that the key to effective utilization of thesecriteria is a strong local subcommittee, authorized to coordinateand regulate the activities of community interests. The subcommittee members dismissed the establishment of rigidpriorities such as those earlier presentedto the National Committee. AS one committee member put it, "Who are weto sit in Washington and say that programing forpre-schoolers should have priority over programing forsenior citizens in all localities? Things might look very different in Sun City, Florida, than they do in Atlanta,Georgia, or. Grosse Point, Michigan. Severity of need for occupa- tional training might be far greater in an areawith under-employment than in an area with near-fullemploy- ment."2 Implicit in local control, however, is a reversalof the

Commission's policy of first-come, first-served. Since the only sanctions are those exercised by theCommission in its processing -of applications, some feel thatprospective ITFS users, in the manner of publicbroadcast licensees, should be required by the Commission to demonstratethe manner- -and

1Recomtendations of the Ad Hoc Committee of the National Committee for the Full Development ofITFS, submitted to Commissioner Robert E. Lee, June 19,1969.

2Ibid. 229 201 extent to which theywill serve the interests and needs of 1 the total community. The established policy of primary and secondary u3es of ITFS channelsshold, perhaps, be re-examined in terms of totalcommunity interests.

Increased Channel Availability

The Ad Hoc Sub-Committee concluded, however, that the establishment of localcooperative groups in the manner recommended would not be sufficient tosolve the problem of channel shortages. Frank Norwood, Executive Director of the Joint Council on EducationalTelecommunication and a member of the Sub-Committee, appended astatement outlining recommended research in which he describesthe situation:

The Ad Hoc Subcommittee on Prioritiesof the National Committee on the Full Development of ITFSrecognizes that the problems with which'it has beenasked to deal result from a single cause: the increasingshortage of ITFS frequencies. Created by the Commission as an answer to the "economy ofscarcity" which limits the effectiveness of VHF and UHF instructionaltelevision, ITFS now manifests its own list of"impacted areas" and that list is sure to grow as the uniqueadvantages of multiple address television systems are moreand more widely recognized. The problems of judging among competingapplicants, of assuring a reserve supply,of frequencyassignments to fill the needs of future users, and likeconsiderations, would all disappear if it were possibleto provide-channel resources sufficient to meet the needsof all present and future applicants. If, as with the telephone, it were possible toprovide communications service to all

1Frank Norwood, private interview atJ.C.E.T. headquarters, Washington, D.C.,DeCember 30, 1969.

230 202

who would benefit without impinging upon the needs of present and future users, neither priorities nor judgments of Solomon Would be necessary.'

Regulations on engineering design

One solution to the problem of channel shortage proposed by Norwood and the Sub-Committee is the examination by the Commission of "the advantages which might be gained by more stringent engineering constraints in present ITFS assignments.n2 Norwood, expressing a:fear that the Commission has been too permissive with education," recommends that the techniques of interference-reduction outlined in the Report and Order on Docket 14744 be enforced: (a) Since interference in this service will occur only when an unfavorable desired-to-undesired signal ratio exists at the antenna input terminals of the affected receiver, the directive properties of "receiving antennas can be used to minimize the hazard of such interference. Interference may also be controlled through the use of directive transmitting antennas, geometric arrangement of transmitters and receivers, and the use of the minimum power required to provide the needed service.

(b) An applicant for a new instructional television fixed station is expected to take full advantage of such techniques to prevent interference to the reception of any existing operation fixed and international control station or instructional television fixed station at authorized receiving locations. In cases where it can be demonstrated that potential interference could he effectively controlled with practical refinements at

1Frank Norwood, Statement on Recommended Research, Appendix to'Recommendations submitted by the Ad Hoc Subcom- mittee on Priorities.

2Ibid.

231 203

such existing receiving locations, the user of the receiving installation is expected to make the needed refinements if interference-free reception is desired.' While an applicant for an ITFS perml, is required to state

the power of his transmitter and its location, it is assumed but not specifically determined that he has fulfilled the

other "expectations" of the Commission. Many authorities

feel that the reluctance of the Commission to impose stringent regulations on educational interest-g-,--While motivated by a desire to provide an economical system, may be too

costly in terms of spectrum conservation and, ultimately, may prove equally costly in terms of re-design of poorly constructed systems.2

Spectrum utilization

' A second solution to the problem of limited channels proposed by the Sub- C3mmittee is examination by the Commis- sion of other portions of the radio spectrum which might be utilized by education to complement existing methods of telecommunication. Norwood describes "two recently developed technologies in the millimeter wave region (which) appear to be worthy of close examination":

a. Amplitude Modulated Links. This 18 GHZ system, developed by Hughes, and now being tested in New

1FCC, Rules and Regulations, 74:903.

2Norwood, Templeton, Parker.

22 2014

York (KA2XQH), can deliver12 VHF channels and the entire FM band over a singlecarrier. Additional tests have been authorizedby the Commission in Farmington, New Me,xico, andEugene, Oregon. These tests are in connectionwith' the operation of CATV systems, but it is apparentthat the technology could also be applied toinstructional television. demonstrated b. Quasi-Laser Systems. The system has been before the FCC in the42 GHz region, and its devel- opers, Laser LinkCorp. and Chromalloy AmericanCorp. make the claim that it canbe operated at any frequency between 10 GHz to 10,000GHz. A single carrier is said to becapable of more than 32 TV 20-channel channels. Costs are claimed such that a Quasi-Laser System wouldapproximate the present cost of channels of service in the2500 MHz band.1 These portions of thespectrum are specifiedby

Norwood only as examplesof possibilities. Several other

authorities have similarlysuggested that the Commission For examine specific portionsof the available spectrum. example, Dr. Bernarr Cooper,at the February 1970meeting

of the National Committeenoted that There is a portion ofspectrum, 2150 to2160, which is labeled for experimental,and developmental purposes. Therefore, there is noregularization, and indeed,there accepted equipmentdeveloped. is no equipment, FCC-type the This was another portion onwhich I'd like to raise question, would it be apossibility? I know we have no it for the answers hereimmediately ... but I raise record to indicate otherpossibilities.2 Similarly, Albert J. Morris,President of. Genesys Systems Inc., suggested at the samemeeting, the explorationof the

1Recommendations of Ad HocSubcommittee.

2Official Report ofProceedings, February 27,1970, PP. 37-38.

233 205

21100 -2500 MHz band, now reserved for Industrial, Scientific and Medical purposes. In a subsequent letter to the new chairman of the National Committee, Commissioner H. Rex Lee,

Morris documented the rationale of his recoMmendation: Part 19 of the FCC Rules and Regulations covers Indus- trial, Scientific and Medical Equipment (ISM). These Rules allow unlimited operation within the ISM bands. They also allow ISM equipment operation at any frequency before 5728 MHz except in three very narrow bands of frequencies below 9 MHz. Where ISM equipment is operated outside of ISM bands, radiated energy must be suppressed to below 10 microvolts per mit at a.distance of one mile or more from the equipment. The FCC clearly allows ISM equipment to be used in bands allocated to other services subject to certain constraints. This results in a sharing of frequency allocations between ISM equipment and other sources on a non-interference basis....

There is precedence for frequency sharing between communications and ISM equipment within ISM bands.... It appears to be FCC policy to allow such sharing of ISM bands with the communication's user bearing the burden of making his system work properly....

The real question that must be asked relates to the probability of an ISM system interfering with a television system operating in the ISM band. We think that this probability is low. Also, where such interference exists we think that it can easily be cured. There is no (reasonable) way that an ISM user can inter- fere with television transmitters. Therefore, the only potential problem is interference between ISM equipment and television receivers in the same band.1

The type of thinking and spectrum examination implicit in each of these suggestions reflects the type of thinking that led to the original rule making W-lich authorized ITFS and is

1Letter, Albert J. Morris to Commissioner H. Rex Lee, March 10, 1970.

t; 206

consistent with the contention of the Ad Hoc Sub-committee

"that effectively increasing the supply of instructional television channels to meet present end future demands is

far preferable to attempting any system of 'rationing'

scarce channels to an educational community whose demands for ITV are constantly increasing."'

Unique Role of ITFS

Paramount to the deliberations of the Ad Hoc Sub- committee and to any future development of ITFS is the reali-

zation that ITFS does not exist in isolation butas one aspect of educational communication. The 1967 survey of CCTV/ITFS facilities anticipated the significance of this perspective:

Looking ahead to the years beyond this decade is perhaps dangerous. But there are trends in communications which indicate interesting developments are ahead. What we now call "closed-circuit television" may indeed in future years be the basis for the total audio-video-computer- communication system. There are signs of its development already. Community antenna systems are spreading.... The trend.toward individualized communication systems in the field of entertainment, information and education is evident. It is not far-fetched in light of these developments to describe the future communication system for education as part of a general nationwide and to some extent worldwide system which brings to every classroom, as well as to every home and place of business, multi- .channeled, random accessed, two-way and widely varied audio aid video signals for a wide variety of purposes....

1Recommendations of Ad Hoc Sub-Committee.

235 207 Just as we now link virtually every homein America by electric and telephone wires, inthe future we will link all by a point-to-point systemof the multi-channel capabilities.... How will education use such acommunications system? The implications are ste.ggering but we canmeet the challenge if we will but fix oursights on the essential instructional goals and look beyondthe limitations of 1967's technology and stereotypedconventional uses we now all too oftenemploy.' In opposing the imposition ofrigid priorities on prospective

ITFS applicants Wigren emphasizedthe type of systems design that must determine theunique role of each available method of communication: It seems to me that with all ofthe possibilities now available to us through cable, beit closed circuit or CATV, through the many other facets, evenbroadcast ITV and all of the others, sooner orlater we need to look at the whole gamut and say toourselves what now are the unique contributions of ITFS tothe systems approach.... I think all of these systems sooner orlater will be used, and they won't becompetitive with one another, but we ought not to be actuallyusing each of them to do the same thing. We ought to sooner or later beask- ing some perceptive questions aboutwhat is really the unique role of each of these tothe total system of telecommunications of which they are apart.2

Some of the unique features incorporatedin the technical design of ITFS have not yet beenfully capitalized upon.

Recent engineering developments,however, throw new light

on the existingpotential of the system.

1DAVI, CCTV Survey, 1967, p.4.

2Official Reportof.Proceedings, March 20, 1969, p. 30.

236 208

Audio and data transmission Although the name of the service suggests that ITFS is limited -6o the transmission of tclevision signals, nothing in the FCC regulations prohibits the.use of audio transmission alone, the introduction of facsimile or the intercon- nection of computers and terminals by ITFS. The importance of. this fact is predicted by Templeton:

Computer and other forms of communication may--in the long run--occupy at least as much channel space as video does now.... We look forward to the day when this may '3 even be called instructional television service, but lerhaps the instructional communications fixed service. Since computers are perhaps an even more unknown quantity than video and offer a great deal of promise, we suspect that in the long run, the requirements for channels to interconnect with students may at least equal that of television.1

Since 1967, when Templeton offered this prediction, several factors have worked to increase the importance of this use of ITFS. Computers are now designed with the capability unknown five years ago; at the same time, the cost of computer hardware and, above all, programming to utilize the available capability, has risen sharply. Therefore, computers are able to do more, but they must do more in order to be cost effective. Costs must be spread by increasing both the users and the uses of the hardware. Interconnec- tion of r3uote terminals by means of ITFS, the possibility of using the interconnecting channels for both instructional

1Templeton, p. 2.

237 209 and administrative purposes [and. the- variousmodes of communication possible via ITFS], offer distinct advantages.

Several systems now operating televfion channelscontem- plate future development of systems for thetransmission of other types of information.

Response systems A recent amendment to the FCC Rules and Regulations governing ITFS may expand and change dramatically theunique character of the system. In its Second Report and Order on Docket No. 18346, effective April 17, 1970, theCommission authorizes the use of the 2686-2690 MHz range for response stations "to provide communication by voice and/ordata signals" between a fixed station operated at an authorized location and an associated ITFS station. This type of two- way communication system has long beenadvocated by educators; several instructional television systemsincorporate the elements Of two-way communication, usuallyby means of telephone. Carpenter and Greenhill, in their 1962 study of television facilities, described the importance ofsuch techniques in the educational process: Communication facilities, and particularly thosewhich fall into the classification of "massmedia" provide for the uni-directional flow of information,instruction, and stimulus materials from a source toindividuals, singly or in groups.... Additional auxiliaryfacilities, efforts, and arrangements are required toprovide for reciprocal communications from readers,listeners, viewers, or learners which will influenceand regulate

238 210

the kinds, rates, and flow of the communication.... The media of communications are mainly uni-directions and this is not always adequate for instruction. Ideal- ly, conditions for learning resemble intense and engaging conversation; a person speaks, another responds; the interactions are both progressive and reciprocal....

There is another related concept: The essential conditions for learning include interactions between the learner and the information or materials to be learned. The effectiveness of learning... importantly depends on the intensity, persistence, precision, and extensity of the learning interactions of individuals with the information or instructional content.

Furthermore, modern views of learning generally agree that controlled reaction of students to learning materials requires knowledge of the appropriateness or inap- propriateness, correctness or incorrectness of students' learning response.... However, the basic requirements stated briefly above emphasize two main points: (1) Tele- vision facilities, as presently conceived and operated, have limitations in providing several important and essential conditions for effective learning. (2) Supple- mentary or auxiliary facilities and supplementary instructional and learning activities are needed in order to arrange for these conditions.1

The relative permissiveness of the FCC rules regulating ITFS have allowed several systems to operate, on an experimental basis, various forms of response stations of the type recommended by such authorities as Greenhill and

Carpenter. In early 1968, for example, the Brooklyn diocesan school system conducted experiments with a touch-tone telephone response system in which in-service teachers received instruction by means of television and responded to the instruction by means of touch-tone signals. The signals,

1ETV: The Next 10 Years, pp. 325-26.

23 211 transmitted to a computer, were compiledand made available to the study teacher..The experimental system incorporated the basic elements of computer-assi3tedinstruction, response evaluation, systems and a form of centralized data process-

1 ing. Reverend Michael J. Dempsey, director ofthe Brooklyn ITFS system, reported onthe experiment in his February 1968 newsletter to teachers in the system: We recently completed an experiment, run jointlywith I.B.M., that may hold great significance forthe future relationship of education and technology....Basically it combined the use of television andcomputers to teach a short course about computertechnology and programming to a group of about 130 teachers in ourschools. The experiment is significant because itunits the main advantages of both television (the abilityto reach many people simultaneously) and the computer(the ability to deal with one individual in terms of his ownspecific needs) in teaching a group of people. With this combination you achieve in a beginning way thatmuch-to-be- desired educational objective of teaching manystudents more economically whilemaintaining an individual relationship, with dialogue, with eachstudent.2 During that same month, February1968, Stanford Uni- versity petitioned the FCC to amend itsrules to provide for the use of low-powered, voice modulatedtransmitters for response stations in the upperfour MHz of the ITFS band. The Stanford proposal was designed topermit students

1Reverend Michael J. Dempsey, privateinterview in Brooklyn, New York, July 31, 1969. 2Dempsey, "From Fr. Dempsey'sDesk..." Televisions, Newsletter of the Diocesan EducationalTelevision Committee, V, No. 5 (February, 1968), p. 1.

240 212

receiving instruction via an ITFS channel to communicate

with the instructor in order to ask and respond to questions as in the classroom. The Commissioa, in its Notice of Pro-. posed Rule Making on Docket No. 18346, described the purposes of the response stations:

The ability of students to communicate directly with the instructor does offer several advantages. Questions may be asked and answered during the course of instruction. Obscure points may be cleared up and ideas exchanged. Psychologically, communication between students and instructor would provide many of the features of personal instruction and thus soften the coldly impersonal aspect of normal television instruction.1

In specifying the engineering design of the response stations Stanford suggested

that the band 2686-2690 MHz be divided into 31 channels, each 129 kHz in width. This would provide one response (-) channel for each of the 31 instructional television fixed station channels. Power requirements would be nominal, in most cases approximately 200 milliwatts. In a few instances, power of up to 2 watts might be required. Frequency modulation would be employed with a carrier excursion at maximum modulation of no more than 25 kHz above and below the unmodulated carrier frequency. Transmitters with a frequency stability of approximately 14 parts-per-million (plus or minus 35 kHz in the proposed band) are said to be practical. Directional transmitting antennas would be employed, concentrating the radiated energy toward the associated instructional television fixed station location and thereby minimizing potential interference to other users. More than one response station at more than one location might be used in conjunction with a single instructional television fixed station. However, all would share the same ITFS response channe1.2

1Federal Communications Commission, Docket No. 18346, Notice of Proposed Rule Making, FCC 68-998, adopted October 2, 1968, p.2.

.2Ibid., p. 1.

241 213

The immediate request from Stanford was for two-:way

verbal exchange between students and their instructorsin

conjunction' aith live broadcasts; the response channels de-

signed by Stanford were to complement the existing continu-z

ing education program operated by the University at San

Francisco area industrial locations, The petition, however, drew testimony from other interested parties who advocated

the authorization of response channels for other forms of

transmission. Testimony submitted to the Commission proposed data transmission such as computer-assisted instruction, touch-tone scoring signals, data retrieval and library reference service--any form of modulation that could be contained within the bandwidth. The Commission, in its First Report and Order on

Docket No. 18346, released July 15, 1969, authorized only

the voice transmission response stations requested in the

Stanford proposal. The decision was based on the fact that the comments proposing uses other than voice talk-back were

not specific as to the purpose and need for such additional uses, and in some cases we were unable to determine whether

such uses would be consistent with the objectives of the

proposed rules."1 Specific information was not immediately available concerning the bandwidth requirements of theother

1Ibid., p. 2.

242 22.4 types of datatransmission proposed in testimony. In order to facilitate thedevelopment of the Stanford project, the Commission issued its Report and Orderauthorizing talk-bacl- systems only. At the same timehowever, in a Further Notice of Proposed Rule Making, the Commission sought commentsand specific data from interested parties on otherpossible types of transmission that might be authorized. Several of the respondents submitting testimony on DocketNo. 18346 stressed the importance of flexibility of regulationsin order to encourage development of new techniques. Norwood, for example, expressed his concern that theCommission avoid limitation that might inhibit the future developmentof ITFS: I do not believe that the Commission should limitits consideration to proposed systems which can currently be described in detail. To do so would be to constrict the range of technological alternatives unduly;and to discourage the development of new and potentiallyuseful response systems. Rather, I suggest that the Commissionshould do all that it can to encourage the development of newdevices by permitting the use of any system of ITFS responsewhich can operate within the technicalparameters already established, and without undue interference with presently authorized transmissions. Beyond that, I believe that the Commission should be open-mindedtoward any future proposals which would require such modifications as changes in modulation orbandwidth, and be willing to authorize such proposals under experimentalconditions. The possibility, for example, of digital,push-button, response systems appears to holdthe promise of increasing the number of reporting response stationsthrough the use of narrowband transmission, andto allow, perhaps, every student in the viewing classroomsto respond

243 215

at once, rather than only .onestudent who speaks into the microphone. Clearly, the potentials cf the'technology are not yet well enoughknown to permit the "freezing" of standards at this time. The effect of such action would only be todislourage new developments and to minimize ouroptions.1

Norwood further recommendedthat "on a pro-tem basis ... the Commission should make not only this 4 MHz'bandat the top of the ITFS spectrum available,but should consider applications for experimental use of any4 MHz portion of the ITFS range in those localitieswhere such experimentation would 2 not inhibit or restrict thegrowth of ITFS." The majority of the testimony submittedmerely supported the authorization ofvarious types of transmission. I.B.M., however, outlined severalspecific applications of

response systems: (IBM) points out that although manyschool systems use data processing for administrativetasks, many also use these techniques to performsuch teacher tasks as test scoring and preparation of reports andattendance records. It is said that many of theseschools are seeking ways of adopting thesetechniques to the teaching process itself, and thatIBM is currently involved in the research and development of waysto use data processing technology in the teaching process....It suggests that the scoring signals couldbe stored at the classroom as the students reply to thetesting and instruction process, and that whenthe instructor wisher the results, the command signals totrigger the transmission of these signals could be sent on the videocarrier during the

1Letter, Frank Norwood to Dr. RobertL. Hilliard, Executive Vice Chairman, Committee on theFull Development of ITFS, August 6, 1969.

2Ibid.

244 216

vertical retrace time. IBM further states that data signals at the rate used for ITFS responbe systems applications require no more bandwidth than voice signals, and the adoption of the proposed amendment would not require any changes in the L:pecifications of the authorized answer-back channels, nor the allocation of any additionalfrequencies.1 Based on the testimony presented, the Commission ruled in March 1970 that "there is a need for the use cf data type transmissions on the talk-back channels andthat the use of data and voice signals over thesecircuits would 2 be a distinct advantage in the instructionprocess." The ruling limits response channels to the2686-2690 MHz range, but offers broad interpretation in terms of use. The Report and Order, released March 13, 1970, expresses therationale

of the Commission: The Commission does not intend to discourage anylegiti- mate program of experimentation and does in fact encourage such programs. We will certainly entertain experimental/developmental applications by responsible parties that set forth a program looking forward to expanded uses and-technical developments of thisservice, if they show a reasonable chance of furthering the stateof the art.3

1Federal Communications Commission, Docket No.. 18346, Second Report and Order, FCC 70-265, adopted March 11, 1970, pp. 2-3. 2 Ibid., p.3.

3Ibid., p. 2.

24 5 ...

217 Expanded functions of the Committee

The implications ofthese new developmentsand the expanded re:,ponsibilities ofthe Cormittee for theFull De- velopment of ITFS, are suggested by Commissioner H. RexLee in comments made to the February 27, 1970 meetingof the Committee in San Francisco: It has been suggested that maybe we oughtto chance the name of the committee. Maybe we ought to broaden functions a bit and its encompass what I thinkeveryone is really thinking about, thatis, we're talkingmore in terms of a complete service(to) education.

Someone suggested thatmaybe we ought to call itthe Instructional CommunicationsFixed Service. And this would encompass the thingssuch as response station data, all kinds of datatransmission used in education, computers, administrativeuses, feedbacks of all kinds.... It has some appeal to me in terms of broadeningthe scope that the Committee hasgiven me in terms ofeducational mattes. I think that we need tobe thinking in terms of every possible servicethat can assist education.'

1 Official Report of Proceedings,February 27, 1970, p. 62.

'24C PART II

247 Chapter VI

Graphic Description of.ITFS Systems

Data pertaining to the development of ITFSsystems are based primarily onthe results of the survey of ITFS installations conducted as a part ofthe present study.

This documentation is presented inthis section in tabular and graphic form in order to supportand complement the material presented in narrative form inPart I. The following tables and figuresgraphically depict

the development of ITFS systems, stationsand channels now

on the air. As indicated, the distinctionbetween systems, stations and channels is necessary inorder to achieve an accurate conception of the scope ofindividual systems and

of the national growth. of ITFS. Because of- ambiguity concerning the definition of the term"station", the division

in Part II is generally limited to the moreprecise divisions

of systems and channels.

Growth of ITFS Table I shows the numbers ofsystems, stations and

channels activated each year,1964-1970, indicating both

219

248 220 annual and cumulative growth. Table II shows this growth pattern in terms of types of systems. This division by type of system is designed to provide a more accurate statistical description of each of the major types of systems which, as stated in Part I, vary greatly in basic design and purpose. Figures 1 through 3 plot graphically the growth of ITFS statibns, channels and systems on the air. The horizontal time line is divided by months and year, Septem- ber 1964 through April 1970. The total number of systems, stations end .channels is represented by the heavy black line; broken lines depict the growth in terms of types of systems.

In the latter division by type of system the Cleveland consortium, which includes various types of in- stitutiori in a unique organization structure, is not included in the statistics. The Bradley University system, which serves not the university but public and parochial schools, is represented for statistical purposes as a public school system.

249 Annual and Cumulated Growth of ITFS Table SyStems, Stations, Channels 1964-1970 CHANNELS. Year GrowthAnnual Cumulative SYSTEMS Growth GrowthAnnual Cumulative STATIONS Growth AnnualGrowth Cumulative Growth H 1964'1965 3 8 11 3 38 11 3 15 19 1966 11 9 2031 1618 2745 521.39 110 71 19671968 ( 13 44 34 79 73 183238 1 . 55 ,.. 9 . 22 101 19691970 .,. 2 5365 19 120 51 290 Annual GrowthFive of Major ITFS Types of Table II Systems Systems: Year Public SchoolsSys. Chans. Sys. Medical Chans. . Sys. College Chans. Sys. Dioceses Chans. Sys. Consortium Chans. N5 19641965 39 16 4 1 1 42 33 3 wK) lwael 19661967 312215 .112 6437 23 36 13 26 76 4159 16819701969 4035 148172 74 14 8 78 -17 15 97 67.85. 1 2 SYSTEMS ON THE AIR

. . LEGEND:------TOTAL COLLEGES ARCHDIOCESESMEDICAL PUBLIC SCHOOLS . SCHOOLS& UNIVERSITIES . I r . . . .."...... e...... /.. 13...... 7 i ___ . _ i 1 I ...... I /I 1._..Liii,,,,---__Liuii,...._,...S.NJ;AMJSNJMMJSNJMMJSNJMMJSN,IMM.:SNJM.1964 1965 1966 ,. 1967 ....---,-.' 1968 1969 1970 ' 300 CHANNELS ON THE M R 290 250 LEGEND= !* . '"""---"" TOTAL - MEDICAL PUBLIC SCHOOLS SCHOOLS " 200 ----- COLLEGES ARCHDIOCESES & UNIVERSITIES . . . . ' 172 N.)IV 150 ...... C-71 too . r . 85 50 . /* . . ..-17 / .14 0 1964 SNJ20";T"-t117711 MMJ SNJ MMJ S 1965 i 1- ..1-44. 111111! 1966 -1- N J4 -1- M.4 -4. M4 -11967 - J 1- 4 -i- S 'c-3.:::,..tr N JMMJ SNJMMJS NJ M=11:fr.:-Ifli 1968 1969 ! I I 1970 I I 120 STATIONS ON THE AIR 100 80 17600 0ti- 40 20 SNJMMJ1364 1965 MMJ SN 1966 MMJS N JMMJSNJMMJS1967 N I 1 j_jjjjjjLIII 1 1968 1969 III I 1 1 .1 J1970 I M 1 226

Description ofITFS Systems graphically thesize, Figures 4 through7 describe Figures four types ofITFS systems. range anddesign of the numbers ofbuildings, class- 4 and 5 representthe average the the averageradius in miles, rooms andsOadents served, week, and the averagenum- average hoursof programming per by each type ofsystem. bers of productionstudios maintained number of down con- Figure 6 indicatesthe average This statisticrepresents verters owned byITFS systems. instructional or other,re- also the numberof buildings, Again, in orderto depict the ceiving the ITFSsignal. number of of system, theaverage relative sizeof each type according to typeof system. down convertersis divided amount of studioequip- Figure 7 depictsthe, kind and Respondents wererequested to ment owned byITFS systems. item listed onthe questionnaire indicate thenumbers of each represented on the number persystem is form. The average representation ofindividual charts. A morecomprehensive ---- IX whichprovides statls- system design infound in Chapter 65 ITFS system onthe air. tical profilesof each of the

255 SYSTEM DESCRIPTIONS - PART 1 A-38.88-10.5C- 8 .0 D - 132.51 N...t A-133 D -1114 r.:crpc.ri oq (D°I - C-1.85 A -512.3D - 59.7 -50.5 LEGEND; B-2.850- 1.33 13A0C ...... - PUBLICCOLLEGESMEDICALARCHDIOCESES SCHOOLS SCHOOLS a UNIVERSITIES SYSTEM DESCRIPTIONS - PART 2 B-1,217AC1,716 -23 ,380 STUDENTS

HO URS / WEEK j RADIUS COVERED MILES LEGEND: CBAD " ARCHDIOCESES COLLEGESMEDICALPUBLIC SCHOOLS SCHOOLS a UNIVERSITIES - DOWN CONVERTERS- EQUIPMENT 140160 120 128.5 041-11-4 100 1--1CICD \ 80 4060 37.6 20 9B 4.0 0 SCHOOLS PUBLIC COLLEGESMEDICAL UNIVERSITIESCOLLEGES & EWA ARCHDIOCESES EQU1PMENT CAMERAS 0 Ra mama 3.4 mama a IM. 4.4 11.9 ram=...- 0 ...- . -...... ammas a ammelbas awa 6.7 KINESCOPE -- 0.30 . . 1.6 FILM / SLIDE CHAIN '---awao -a *Nna - mama,1 AMEN I 3 1.95 16 MM PROJECTOR --.....------1.0 ...... 154 2.24 . . OPAQUE PROJECTOR ------.350 1 . . .II . SLIDE PROJECTOR ...- liMa 10 aaNao MO* dm. amaa 1111, 1.48 ImIla MO* 3.59 . . . -----...... -...... 43 a *MM. a ...... 1.62 alma 133 . MOBILE UNITS --1...... 71...11 36 1 . t 1 I I 1 t t t LEGEND: 0 2 t 3 I 4 5 ITEMS OF EQUIPMENT 6 7 8 9 I0 12 asa Ralowa amm aam easama.a ARCHDIOCESESCOLLEGESMEDICALPUBLIC SCHOOLS SCHOOLS & UNIVERSITIES 231

Programming Figures 8 through 12 pertain to utilization of

ITFS by the various types of systems. Figures 8 and 9 depict graphically the amount of local programming developed and used by the four types of systems. Figure 8 describes the numbers of institutions indicating a specified percentage of local programming; Figure 9 indicates the percentage of each type of institution engaging in local programming.

The survey questionnaire listed a variety of types of programming in which. instructional television systems might participate. Figures 10 and 11 depict the percentage of respondents indicating participating in the various types of programming. See the survey questionnaire in Ap- pendix I for a more complete definition of the types of programming listed.

Several institutions employ wired internal distribution systems to complement ITFS distribution. In many An- stances, particularly at the higher education level, extensive CCTV systeMs are relayed by means of ITFS to remote loCations.

School systems employ multi-channel f.nternal distribution systems to meet local scheduling problems. Figure 12 depicts the percentage of each type of'system which videotape off the air from ITFS channels for redistribution on internal distribution systems. 2 60 LOCAL PROGRAMMING 13 i.....:II ...... 9 ' ,...,,,.;;....1,..,-.. ' . 7 ".. -.. 5 '.; 4 4. - :.!! ..1 : 1 ::1-,..f;"j;,.. ., ., r,... 3 g2 2 "1-..j i.!.... A .,e.::-.....; 2 61 2 ..2 -; V3...... ,...S. ^.. LEGEND: 0 UiDER 10%41 ...... 0% - 25%.0. 0 ..,, ..* 25% -50% ...... -++.. .50%-75% if 75%0 .1. ., PUBLICARCHDIOCESESCOLLEGESMEDICAL SCHOOLS SCHOOLS Si UNIVERSITIES - =2MM= 1=22:Z=Z72 EEz

0% -F 71.5% . NW .914 124;* tte.10441Mt. ;KV 1 0 % 57.1 -.\-TM (7' 42% :-1gs.}24,1.i.i.;),:':.1-a=3iTi.jWq.-ZVA

0% 0% 14.2% s.SS= cn 15% ii.rT.i9*:%O.A

-..:I.:Lt.,..r..p:,:eliat-14i. 0/o 2 22 ';v-..,:..3.-J-----.47-7'79

0% cn 26.5% \-\-"-\S=S1 ' 15% .:;,:;:,5m1.9s=W1

-...LtIvi-Lirrivryrich, 20/o 22 .,-,Y:7-77-4+14-.-,-C.;4111.71 0% 0 0%

19% 11::VSAMIV...1.441

560 1.71:1720.46771.-1.:=.11.11Mal . 0 % 5 28 44;:t.1 4'14:.:+rer O 0% z 8% `.W,.;.-

0 O 0 O O 0 O O O to CO rn cn O 5 PROGRAMMING LOCAL OF PERCENTAGES

aan9-ca] [6

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. 4.4 Ta-T.LUMcr-r1:11- aJ.12.- O 0 z .. -4 ? 14. N.--SS3 [ rn 33.4 .-,:;::!.c,..:,:s.;:..,..,vtr:,:gfi,a_::1 O . ILI ?A ,--7,71 z . 0 0 . 14.2 \ 0 0

- - 1 {Fi-ERIBMIT.11-11:Era EMT -r-- NM ..f1:.,-rr-rnl':171-i--, ri.-1+1:1:17-13-1----+ . 12 4N 0 ;# < 57.1 'ik:ICI%._ -Z ;:75;;'A).F.493.1MrIP0:;;W:;t15.:4,Z77.: .;:?,517.C.(11:ccii-.,:--,47 rn SP cn 22.2 - - - -,- - , rictcrl rn ...... 37.5 n.ff240,:abt: et :e. "Ntte. i A Or 0

- 91 UV L 1- .- 11:-1-. -1 co 1-,--r1-L-1.,-0,-113-1PR-T-T R-TaallPfil-i-211-1R-Fn-JT-R-17-1-- rn 50 85.5 0 \-'\\..- - \._'N- .-- .SSS=SS- 0 92.3 :..: ..cc7.7.73.71.?...::,:.:-I.Dii,,up-,-,2-21,,i.,,.:::::::::,....-:77;Im.ozm.I,7:1,1,;tsts257.;.e.;:-,,...7,e4 rn rn 86..6 )37a1-1-67.11r-rd=i1TT-TR TTET.-T-H-Fitg-g-TristRiii-FLUEL-87.1a7:=1' o 0 62.5 `.. A,t.2Ait- v. ler .."''VP A. 0 . rn 0> 42.8 .N.-- M. \S=SSSMS1 \ \ 0 fri rn 55.1 -4 9!:".3:4:f::.?"V:i.:Ki1VP:..6031!'rt:1;?4.541:WA'AiP,P)4). , )11 11)1)1, )1) I) )-...)1.1)) r- ir.T31MMEEP:1.11411 ..113171:71-111-7-71 1:"."431.01 i/- i -17-I7711 7:/: . -cifIXr-P7-11:31-1-'/-7-r-lat-n .. z 50 -41%t IC e2 NOW% ..-.1:11...1.e" rn . 71 \ (I) \\ -o 86 -o r G 77.:Ni::,::.:.,%;.i...%-.5,--::.P,7,iP:::-!.R-70:5*7.:;-.1.;,,:;.:.:4:41':.?.,V.,;.:::::_:Wif-:.=W.::::.114 co . 1 O 0 O 0 O . O 0 rn ro 0 PERCENT - PARTICIPATION

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(.4 0 56. B-a":TErSilrall-Frigi:TRI7n-TrirsTr9 c ffl 0 r , 25 '''ZZ2%1V.(RS:MR22 C 0 .. 14.2 00 . . -=3 00-fl LL1

, 33.3 'M .2111.R.I.L. g . . rn -!- 0 zc rn 14.2 0c 62.5 !1:27-s-M7,77;.C4fiWiiR:0-'317.:!7,-74:75V;i71;e4A41 z 44.4 5113ftilf-FRTMitiliillYITUIM 12 57.1 z X.N-MSM XX X X Ill 72.6 cy-W;V:_'::::WK:_7.:Wii:;;:?;0:7:77;:,i;w:,:::?,::,NiI:::::::.',:i%./Ai:-:E'f!_4.....4 z . - - 0 . 56 -LITI:Prn:Lici-1-171 .1 :I' Ir-P 1::-1:P-61:7-71-T ti a-- 11-1i: 25 .gSS2R2gg20 r -n 55 62.5 :.:;.:Vk:',,.:::-atiic-d7"..4277t41:!%:-':1::..':,..:%*;',':-:-e.1,;07D,75.%7R_.,_ I t .

0 cr) z PARTICIPATION-PERCENT rn C) rrn

inc] [TT too VID.EOTAPE FOR REDISTRIBUTION OVER CCTV 80 85 % 60 aul 40 - 20 SCHOOLS PUBLIC SCHOOLSMEDICAL UNIVERSITIESCOLLEGES 8 ARCHDIOCESES .237

Staff Figures 13 through 15 represent full and part-time staffing patterns of the various types of systems. Total numbers of employees, full and part-time, are described in

Figure 13. The figure represents the average total number of employees according to type of system.

Figures 14 and 15 represent staffing patterns according to position, as listed in the survey questionnaire.

In these instances it is the total number of employees rather than the average number that is portrayed. It should be noted that in some instances the total number of part-time employees does not correspond with the number of part-time employees by position. The reasons is that, if one employee works full-time, part-time in each of several positions, he may be listed more than once as a part-time employee under the specific positions he fills. He would not, however, be listed more than once in the totals of part-time employees. For a more complete description of the ataffing of individual systems, see the statistical profiles in Chapter

IX of this study, page 257.

26C - FULL TIME & PART TIME- STAFF PUBLIC SCHOOLS A 8.8 13.2 MEDICAL SCHOOLS / Z /111 ar 9.0 az . UNIVERSITIESCO! LEGES a /7/7.ii 3.0 '9.5 ARCHDIOCESES 9.4 0 tirA0v Z 5 NUMBER OF EMPLOYEES 10 9.8 15 20 LEGEND:= __FULL TIME PART TIME - FULL TIME - POSITIONS CURRICULUM :SPECIALIST TELEVISION TEACHER :Jr...... r-1 0 ...... r 10 .... 0 -23 56 PRODUCER -DIRECTOR VI ea ea sel O. 7 ti -12 4 9 ENGINEER .sacPrasa 0 wase reIm am 9 andba 41.111 IP 14 on t9 61 TV TECHNICIAN . ....-...... )3 ....9 . --... 18 21 -"' 52 GRAPHICS p 1....L7..2r.7.7:- s 6 58 CLERISTUDENTS CAL c..::-.:...... 131.6.3 2 - 8 OTHER -SPECIFIED rI8 r ....3...... 4 -r 15 OTHER - UNSPECIFIED - ...-0 .- ' 9 20 40 60 80 . 100 -.LEGEND: ------ARCHDIOCESESCOLLEGES --- PUBLIC SCHOOLS MEDICAL SCHOOLS a UNIVERSITIES STAFF POSITIONS PARTPOSITIONS TIME ,c...270.AS 57 CURRICULUM SPECIALIST TELEVISION TEACHER 0 . 3 to go PRODUCTION DI RECTOR ,...... I....r-7,1,---...-,...... --,....12 2 ...1 ...... -...... 16 ..---.. ENGINEER Ir--1 u.c.5 2 24 , Cr: TV TECHNICIAN ID r------1AIMS 9 GRAPHICS r3 '-21 . CLERICAL 1=I OM...... OD 4 6 -18 4 ...... MMN 287 OTHER SPECIFIED STUDENTS 151 ...... : S471 e b..:....r 0 000 =0 M M 00 MM O ri..0 MNS W i F...43 M LW ...7 S = 6MD OM. IM 95 OTHER UNSPECIFIED 00 a I LEGEND: PUC*-1C SCHOOLS 0 20 STAFF POSITION 40 . 60 80 100 MEDICALARCHDIOCESESCOLLEGES SCHOOLS & UNIVERSITIES 2111

Bud Ee t Figures 16 through 18 pertain to the amount and sources Of fundingfor ITFS. Figure 16 indicates the total amounts of capital and operatingbudgets for each of the four types of ITFS systems. Figures 17 and 18 indicate the sources of these funds. Figure 17 depicts the number of each type of system which received financial support for capitalexpenditures from the sources listed: federal government, state government, local government, community(non-government), archdiocese or parish, college or university. Figure 18 describes the number of institutions receiving funds for operating expenditures fromeach of these sources listed. Again, for a more complete representation of the budgets of individual systems, consult the statistical profiles in Chapter IX, page 257 of this study.

270 CAPITAL a OPERATING BUDGETS

LEGEND: CAPITAL OPERATING 0 ____PUBLIC MEDICAL SCHOOLSCHOOLS _ ARCHDIOCESES COLLEGES a UNIVERSITIES 20 -SOURCE OF FUNDS- BUDGET 1816 14 t.',. 04 p. 12 ..,...:..5.. (1) 10 1.',.::X, '; .;...... ,.. LJ1-$H . 8 "7.'.1....:51 '',j.1 ".7 - . . ts 6 L..,*:is::.g.1.. r.' . 1.:1til CIt.:..;3 4 ??'E 7 ..- r:1-Z-.:: ... -----:1 2 ..., ' A 4 - . P4 * ER __,,j ,.-iEl OA Cl LEGEND 0 0 GOVERNMENT FEDERAL GOVERN MENT /STATE GOVERNMENT LOCAL COMMUNITY ARCHDIOCESES 0 UNIVERSITIESCOLLEGES a / MSMMIZE2=1 COLLEGES ARCHDIOCESESMEDICALPUBLIC SCHOOLS SCHOOLS 8c UNIVERSITIES 20 OPERATING BUDGET 1618 14 r o 12 ?.. 1,4-;.1 ..- .. I0 -... co tei,. . . . . 8 '1' . r- 6 :;1 . :,..1.: :-... . I' .1.. . . . 4 ... ii TO ..,,.... 1 Tr 2 Ii,1 #01YOI : et...: . 1 . ,., ,...... :..:, '.,. 4 ..,, f:5;i:4 ...... (c:: . -4:,:. 17.-jsr;-1 Q '41-#PA,re4 - I LEGEND: 0 GOVERNMENT FEDERAL 0 0 GOVERNMENT STATE GOVERNMENT 0LOCAL 0 o ,. commtmiTY ) 0 0 ARCHDIOCESE o 0 ;_ UNIVERSITIESCOLLEGES0 Sc. , i. f4T4.1 '..WX' 402 MEDICALPUBLICCOLLEGES SCHOOLS SCHOOLS a UNIVERSITIES Chapter VII

Identified ITFS Systems on the Air

Following is a list of the persons responsible for the ITFS systems currently on the air. Unless otherwise indicated, the person listed below was also responsible for completing the survey questionnaire:

System Number Name, Title, Address

1 Frank Martin Facilities Director Birmingham School System 2015 7th Avenue North Birmingham, Alabama 352.02 Gerald E. Godfrey Director, Instructional Television Jefferson County Board of Education A-400 Courthouse Building Birmingham, Alabama 35203

Billy J. Rains Director of Instruction Etowah County Board of Education Gadsden, Alabama 35902

4 David W. Marxer Director of Educational Media Huntsville Public Schools Huntsville, Alabama 35804

5 Allen Cuppy Director, Department of Instructional Media Anaheim City School District Anaheim, California 92805 Questionnaire completed by Melyn D. Rawson, Chief Engin-aer

6 Ernest A. Poore Superintendent of Schools Fresno County Department of Education 2314 Mariposa Street Fresno, California 93721 Questionnaire completed by Harriett Jowett, Coordinator, Compensatory Education, and Chair- man, ITV Program Committee

245 274 246

System Number- Name, Title, Address

7 Allen Cuppy Director, Department of Instructional Media Anaheim City School District Anaheim, California 92805 Questionnaire completed by Merlyn D. Rawson, Chief Engineer

8 Dr. Frank B. George Director, Instructional Resources Long Beach,Unified School District 201 East 8th Street Long Beach, California 90813 Reverend John C. Urban Director, Radio and Television Department of Communications Archdiocese of Los Angeles Education and Welfare Corporation 1531 West Ninth Street Los Angeles, California 90006

10 Leonard E. Larson Assistant Superintendent for Instruction Maryville Joint Unified School District Olivehurst, California 9596.1

11 Dr, Joseph M. Pettit Dean, School of Engineering Stanford University Palo Alto, California 94305 Questionnaire completed by Kenneth S. Down, Administrative Manager, Stanford Instructional Television Network.

12 Allan W. Fink coordinator of Learning Materials Pasadena Unified School District 351 South Hudson Street Pasadena, California 91100

13 Thomas L. Banks Coordinator, Educational Television University of California - San Francisco San Francisco Medical Center Third and Parnassus Avenue San Francisco, California 94122

275 247

System Number Name_. Title, Address

14 Reverend Pierre DuMaine Assistant Superintendent of Schools Archdiocese of San Francisco 443 Church Street San Francisco, California 95114 Questionnaire completed by George Sitts, Director of Technical Services

15 William Phillips Director of Learning Resources Palm Beach County School Board 301 North Olive Avenue West Palm Beach, Florida33402

16 Mrs. Marion V. Lowry Coordinator of Television Instructional Television Center Board of Public Instruction of Broward County 6600 South Nova Drive Fort Lauderdale, Florida 33314 Questionnaire completed by Dale R. Carls, Operations Manager

17 Mrs. Angeline S. Welty Director of Educational Media Services Dade County Public Schools Administrative Offices Lindsey- Hopkins Building 1410 East 2nd Avenue Miami, Florida 33132

18 Very Reverend Monsignor Joseph H. O'Shea Archdiocesan Director of Instructional Television Archdiocese of Miami 6200 N.E. Fourth Court Miami, Florida 33138

19 David L. Glazer Director of Communications Emory University Medical School and Grady Memorial Hospital 80 Butler Street S.E. Atlanta, Georgia30303

276 248

System Number Name, Title, Address

20 Dr. Robert W. Pirsein Township Instructional Television Coordinator New Trier Township Instructional Television System New Trier Township High School Winnetka, Illinois 60093

21 Professor Phillip Weinberg Director, Educational Television Center Jobst Hall Bradley University Peoria, Illinois 61606 Questionnaire completed by Joel L. Hartman, Operations Manager

22 Mrs. Barbara C. Griesser Director of Television Sterling Township High School Sterling, Illinois 61081

23 Elmer Friman Producer/Director, Medical Television Facility Medical Educational Resources Program Room 1120 Medical Science Building 1100 West Michigan Street Indianapolis, Indiana 46202

24 William H. Kroll Operations Manager Indiana University at Bloomington Bloomington, Indiana 47401

25 Robevt G. Baize Uhief Engineer/ Instructor Owensboro Public School System Owensboro Vocational School 1501 Frederica Street Owensboro, Kentucky 42301

26 Mrs. Wilma D. McEwen Director, Audiovisual and Educational Television Paducah Independent School District Paducah, Kentucky .42001

277 249

System Number Nanie, Title, Address

27 Calvin M. Thomas II Director of Educational Services Maine Educational Television Network University of Maine Orono, Maine 04473

28 Monsignor Walter L. Flaherty Radio-Television Director Archdiocese of Boston Boston Catholic Television Center 25 Granby Street Boston, Massachusetts 02215 Questionnaire completed, by phone, by Miss Mary E. Madigan, Executive Secretary

29 Professor Roy J. Johnston Director, Division of Instructional Communications Northeastern University Boston, Massachusetts 02115

30 Robert Leffler Director of Television Alpena Public Schools Alpena, Michigan 49702

31 Anthony Reda Director of Television Archdiocese of Detroit 3800 Puritan Detroit, Michigan 48238

32 Dr. Dorothy F. Patterson Program Director Department of Educational Broadcasting Detroit Public Schools 9345 Lawton Avenue Detroit, Michigan 48206 Questionnaire completed by Ethel Tincher, Director, Department of Educational Broadcasting

33 Dr. James B. Tintera Director, Center for Instructional Technology Wayne State University 70 West Palmer Detroit, Michigan 48202

278 250

System. Number Name ,'Title,Title Address

34 Shragg Audiovisual Director Independent School District #279 Osseo, Minnesota 55369

35 Don R. Mitchell Director of Instructional Television University of Missouri - Columbia Columbia, Missouri 65201

36 Donald D. Hawley Director, Educational Television Services Clark County School District Las Vegas, Nevada 89109

37 Reverend Michael J. Dempsey Assistant Superintendent Catholic Schools of the Diocese of Brooklyn 345 Adams Street Brooklyn, New York11201

38 Norman Hosler Director of Instructional Television Central High School District No. 2 H. Frank Carey High School 230 Poppy Avenue Franklin Square, New York 11010

39 Owen R. Bliven Consultant, Instructional Resources Center Union Free. School Distrct No. 1 Town of Tonawanda, New York Kenmore, New York 14217

4o Dorothy Elizabeth Smith Communications Coordinator Mineola PublicSchools Union Free School Distrct No. 10 .- 200 Emory Road Mineola, New York 11501 Questionnaire completed by Dr. Ben Wallace, Superintendent of Schools

41 Reverend Monsignor John J. Healy Director, Archdiocese of New York Instructional Television Archdiocese Communications Center Seminary Avenue Yonkers, New York 10704 270 251

SystE:m Nutb.,Lr 'Address

42 James A. Close Educational Television Curriculum Director. Newburgh City School District Newburgh, New York 12550 43 Dalton Levy Director of Educational Communications and Research Plainedge Public Schools Plainedge Union Free School District No. 18 Wyngate Drive 'North Massapequa, New York 11761

44 Dr. Louis Brown Director of Educational Communications Central School District No. 4 Plainview, New York 11803

45. Francis J. Ryan, Jr. Administrative Director, Educational Television Diocese of Rockville Center, New York 53 North Park Avenue Uniondale, New York 11570

46 s Thomas L. Russell Television Coordinator Rochester Institute of Technology Administration Building A Rochester, New York 14608

47 Warren Wightman Department of Instructional Materials Rochester Board of Education Rochester City School District 1801 East Main Street Rochester, New York 14609

48 Sam A. Agneilo Director, Division of Audiovisual Education Duke University Medical Center ..... - Box 3163 Durham, North Carolina 20706

49 Dr. Gunter Grupp Director, Department of Biomedical Communications University of Cincinnati Cincinnati, Ohio 45221 Questionnaire completed by C.J. Magrish, Chief Engineer

280 252

System Number Name, Title, Address

50 Dr. Alan R. Stephenson Director of Educational Services,WVIZ 4300 Brook Park Road Cleveland, Ohio 4413

51 James D. Bailey Director of Instructional Television Parma City Schools. 6726 Ridge Road Parma, Ohio 44129

52 C. McCullough Media Director Umatilla County Intermediate EducationalDistrict Pendleton, Oregon 97801

53 Dr. Ardell L. Feeley Assistant Superintendent Altonna Area School District Altoona, Pennsylvania 16602

C 54 R. C. McCool Assistant Superintendent Hamner Borough School District 190 East Walnut Street Hanover, Pennsylvania 17331

55 William J. Lesko Director of Instructional Television Mifflin County School District Lewiston, Pennsylvania 17044

56 William H. Seibel Director, Office of Instructional Television Temple University 1949 North Broad Street, Room 214 Philadelphia, Pennsylvania 19122 Questionnaire completed by Alvin J. Weiss,Ad- ministrative Assistant

57 Glenn L. Schuckers Educational Television Producer/Director. Centennial Schools Newton Road and Street Road Warminster, Pennsylvania 18974 Questionnaire completed by Everett A.MeDonald,Jr., Superintendent of Schools

2 ,81 253 System Number, Name,' Title,' Address

58 C. David. Cate Director Northwest Tennessee Pubic School Instructional Television Weakley'County Board of Public Instruction Martin, TennesSee 38237

59 Dr. Cecelia Blackstock Director of Television Brazosport Indepehdent School District Drawer Z Freeport, Texas77541

60 Henry L. Thomas Director of Televised Instruction Spring Branch Independent School System 9000 Westview Drive Houston, Texas 77055

61 James Frehner Director, ITFS Television Mesquite Independent School District 405 East Davis Mesquite, Texas 75149

62 H. H. Bobele Director of Instructional Television Edgewood Independent School District 6458 West Commerce Street San Antonio, Texas 78237

63 Raymond T. Bedwell, Jr. Acting Director, Instructional Media Services Marquette University 625 North 15th Street MilwaukeeWisconsin 53233

64 A. S. Close, M.D. Acting Network Director Milwaukee Regional Medical Instructional Tele- vision Stations, Inc. 2200 West Kilbourne Avenue Milwaukee, Wisconsin 53233 -

65 Monsignor Ralph R. Schmit Director of Instructional Television Archdiocese of Milwaukee 3800 North 92nd Street Milwaukee, Wisconsin 53200

2.82. Chapter VIII

Identified ITFS Systems for whf.ch Construction

Permits Have Been Granted

Following is a list of the persons responsible for the ITFS systems forwhich FCC Construction Permits have been granted but which are not yet on the air. Unless otherwise indicated the person listed below was also responsible for completing the survey questionnaire:

System number Name, Title, Address

66 James Anderson Director of. Television Services University of Alabama at Birmingham Birmingham, Alabama 35233

67 Dean Robert M. Saunders Dean of School of Engineering University of California at Irvine Irvine, California 92664 Questionnaire completed by Paul D. Arthur, Associate Dean of School of Engineering

68 Sherman Gillespie c/o Dean Hadley University of Southern California University College and Summer Sessions University Park Los Angeles, California 90007

69 Paul Barstow Administrator, Television and Film Services Torrance Unified Schools Educational Materials Building 2336 Plaza del Amo Torrance, California 90500

70 Reverend Leonard Hurley Director, Radio and Television Communications Archdiocese of Washington, D.C. 6000 Georgia Avenue N.W. Washington, D.C. 20011 Questionnaire complted by Reverend Thomas W. Lyons, Director of Education, Archdiocese of Washington 254 283 255

System Number NaMe,' Title; Address

71 For St. Petersburg and Tampa: * Frank M.Mouch Superintendent of Education Diocese of St. Petersburg 6333 9th Avenue North St. Petersburg, Florida33733 For Orlando: * Reverend Richard Steinkemp Chancery Office Diocese of. Orlando Box 3069 Orlando, Florida 32802

72 Professor Bernard Crocker Director, University of Southwestern Louisiana ITFS University of Southwestern Louisiana Box 2091 Lafayette Louisiana 70501

73 Dr. Craig Fullerton Assistant Superintendent in Charch of Instruction School District of the City of Omaha 3902 Davenport Omaha, Nebraska Questionnaire completed by Mrs. Mable Goodwin, Director of ARMS. Project, Burke High School, 12200 Burke Blvd., Omaha, Nebraska 68154

74 Claude H. McAllister Director of Television Instruction New Hanover County Schools Wilmington, North Carolina28401

75 Earl Hogan Superintendent of Schools Mount Vernon City School 401 West Chestnut Street _ Mount Vernon, Ohio 43050

76 Fred Harper Director, Radio-Television Office University of Pennsylvania Philadelphia, Pennsylvania 19104

Construction Permit held by Joseph P. Hurley, Bishop of St. Augustine. Diocese was divided in June 1968. 256

System Number Name, Title ,Address

77 George E. Krtitilek Technical Director The Association for Graduate Education and Research of North Texas (TAGER) Post Office Box 30365 Dallas, Texas 75230

78 Grant Taylor, M.D. Dean, Division of Continuing Education The University of Texas Graduate School of Bio- medical Sciences at Houston Division of Continuing Education University of Texas Houston, Texas 77025

79 Robert R. Suchy Director, Department of Instructional Resources Milwaukee Public Schools 5225 West Vliet Street Milwaukee, Wisconsin 53208 Questionnaire completed by Guy Morrison, Chief Engineer

285 Chapter IX

Statistical Profiles of ITFS Systems

The following statistical profilesare based on information provided by thesurvey respondents; these data have been presented incumulated form in Chapter VI.

These profiles define thestaffing, programming, equipment, size, budget anduseage of each of the 65 ITFS systems now on the air. The right-hand column indicates the stations and channels forwhich licenses and/orcon- struction permits have been granted.

A sample survey questionnaireis included in Appendix I of this study. Following is a key to the ab- breviations contained in the statisticalprofiles: Staff

FT = Full-time PT = Part-time

Positions:

Curriculum specialist Television teacher Producer-Director Engineer Television technician Graphics specialist Clerical Student assistant

257

2843 258

Equipment

Transm:l.tters (Manufacturer) Down converters (Manufacturer) Cameras (Image orthicon, vidicon, plumbicon) Videotape recorder Kinescope-recorder Fi].m or slide chain Projectors (16mm, opaque, slide) Mobile units Other

Description Number of studios Number of buildings Number of classrooms Number of students Hours/week on the air Radius

Programming. Percentage of local programming Types of programming: A = Supplementary -- Lessons presented once or twice B = Direct -- major part of a course presented by the television teacher with some supplementary classroom work C = Enrichment -- programs designed to capture outstanding local resources which are not available to the classroom D = Total teaching -- entire course taught over TV with no assistance from the classroom teacher E = In-service education F = Monitoring (e.g. study halls) G ="Testing H = Film distribution I = Orientation J = Administrative announcements K = Off campus college courses for which students receive college credit, pay tuition to the.institution L = Industrial location courses for which students receive credit, employer pays tuition M = Religious training outside regular classes N = Panels, interviews, etc. in which students participate

287 259

Budget Total capital investment Total operating budget

Sources: FG = Federal government SG = State government LG = Local government Community (non-government) Diocese or parish College or university

Other PI = Programmed instruction VTR= Videotape for redistribution over CCTV orother internal distribution system Innovative applications -- as 'listed byrespondents Survey -- firm which conducted originalengineering

. study for the system

Channels

Station call letters Column 1: Channel designation Column 2: Date of construction permit Column 3: Date on the air Column 4: Date on which license was applied for (pending) or received (granted). 1.Staff: Birmingham School System Birmingham, Alabama 8 FT, 11 PT Originating TVEngineerProd.-Dir.Curr. tech. Sp. 24 PTFTFT, 4 PT KZW-56 G-3G-2G-1 2-14-685-8-692-14-68 12-6812-6912-68 .12-5-69 (Pending) 1212-5-69 -5 -69 (Pending) (Pending) Equipment DownTrans.StudentsClerical cony. 962 8FTPT Relay G-4 5-8-69 3-70 12-5-69 (Pending) Description: VTRProjectorsF/SCameras chain 524 16mm,10, 2 4vid. sl. KLC-77 E-1E-4E-3E-2 4-15-694-15-698-20-698-20-68 12-69 3-704-69 12-5-693-28-693:=.28-69 (Pending) (Pending) Programming: Hrs/weekBldgs.StudiosClassrms 10% local95%962105 eq. KZW-55Special case: E-2 2 -24 -68 Off the air12-9-68 11-7-69 Survey:Budget: 300K,cap, 82K op. A,B,C,E,H,I,J,NOperating:Capital: 82K FG Alabama ETV Network 200K FG, 100K SG E-3 2 -14 -68 12 -9 -68 2. Jefferson County Board of EducationBirmingham, Alabama Staff: TechnicianEngineerProd-Dir.Curr. Sp. 8 FT 12 FT KIP-47Originating A-3A-2 6-12-68 9-69 5-23-69..)-23-69 (Pending) (Pending) StudentsClerical 32 FT Relay: t Equipment: DownTrans. cony. 84 Bogner8 EMCEE KIP-49 C-2 6-12-68 9-69 5-23-69 (Pending) rn COND F/SVTRCameras chain 2 14310 (color) C.P.'s granted - not C-3yet on the air: 6-12-68 9-69 5-23-69 (Pending) 0- Description: BuildingsStudiosProjectors 89 5 116mm,2 op.,4 Si. KIP-47 A-4A-1 8-18-698-18-69 Programming: Under 10% localRadiusHrs/wk.StudentsClassrms 956 20'5036,000. KIP-49 c-4C-1 8-18-69 Survey:Budget: Sj.gnal Engineering and ()beratingCapitalA,E,H,J,NSales 500K125400 FG,K PGFG, 125K 100 LG K LG 3: Etowah County Board of Education Staff: 12 FT, 4 PT Gadsden,Curr. Sp. Alabama 2 FT Originating: t, EngineerProd-Dir.TVGraphicsTechnician teacher 152 FTPT KCI-53 A-1A-2 9-8-689-8-69 3-703-70 3-2-70 (Pending) ( Pending) Equipment: StudentsClerical 21 PTFT, 1 PT Relay:KCO-38 N.) VTRCamerasDownTrans. cony. '2 Chester126 Chestervidicon C.P.'s granted - E-2E-1 9-8-69 not33-70 -70. yet on the air 3-2-70 (Pending) ON Description: Buildin6ProjectorsStudios 1 51slide KWV-56 A-2A-1 3-19-70 Programming: RadiusHrs/weekStudentsClassrms 75 +% local 10'15400010 Budget:Survey:Innovation: 120K Sylvania cap. 105K- Chester op. ElectronicsA,C,E,NOperatingCapital: Two-way communication90K100K FG, FG, 15K, 200K LG SG Staff:4. City 10Board FT, of19 EducationPT Huntsville,Cum. Spr. Alabama 2 FT Originating TVGraphicsTechnicianEngineerProd-Dir. teacher 132 1PTFTFT, FT 2 PT KHU-75 D-2D-1D-4D-3 6-23-66 9-66 6-23-66 (Granted) r\D Equipment: Trans.StudentsClerical 4141 EMCEEFT,PT 2 PT rn CDND VTRProjectorsF/SCamerasDown chaincony. 24532 IO; 16mm,2EMCEE 3 vid. slide LA) Descrilotion: Mob.i.leClassrmsBuildingsStudios van 95029*1 Programming: 10%-25% local RadiusHrs/weekStudentsA,B,C,E,H,I,J,N. 7530,00010' Budget:VTR for 310Kcap. redistribution 25K op. OperatingCapital \ 60K200K SG, FG, 70K 100K LG, SG, 12K 10K grants LG *Survey. ITFS is Signal extended Engineering tothe five(20' ITFS Huntsvilleandwest) bamasystem use receives eventuallyHuntsville signal; ITFS Huntsville through Model City Sales, Alabama ETV Commission schools by CATV. Decatur CATV. Community Center plans to use UniversityAll Decatur of Schools Ala- 5. Anaheim Anaheim, California City School District Originating: Staff: EngineerProd-Dir.TVTechnician teacher 23 FT 9 23'FT FT KUZ-56 A-1A-3A-2 9-9-66 3-684-70 t. Equipment: GraphicsClericalTrans.Support 31 3FT MicroFT -link. CPKUZ-56 granted - not yet on the air n:CD DownCameras' cony. 925 14vidicon Micro-link A-4 9-9-66 GJ Description: VTRProjectorsF/SStudios chain 224 16mm, 2 sl. Programming: 75+% BldgsHrs/weekClassroomsRadiusStudents 2302310'208000 local Budget:Survey: 900K Self cap. B,C,E,H,I,JOperatingCapital; 5K75K SG,FG, 824K 829K op. 825K LG LG -77 6. Fresno Fresno, California County Schools Staff: 7 FT, TVCurr.Spec. Prod-Dir.teacher 54 PT 124012 FT PT (equiv.(staff) teachers) Originating:KVK-21 G-4G-3 11-16-6611-16-66 5-67 5-24-.675-24-67 (Pending) EngineerTechnicianGraphicsClerical 13 1FT 2PT FT, 1 PT Relay YD-25 5-67 5-24-67 (Pending) Equipment: Trans.VTRCamerasDown cony. 1804 24Micro plumbiconMicro-link -link ZM-20 B-2B-1C-1 4-26-674-24-6712-6-67 5-676-69 5-24-675-26-69 (Pending)(Pending). rn Description: E/SProjectorsStudios chain 22 143116mm, 2 sl. ZM-21 C-2C-1 12-6-6711-30-67 6-696-696 -69 5-26-695-26-69 (Pending)(Pending)(Pending) . Bldgs.Classrms 90061,000 C-2 11-26-67 Programming: Hrs/weekStudentsRadiusA,B,C,E,G,H,I,J,K,N 362550' % -50% local 385,500 op. ZM-22 C-2C-1 11-30-67 6-69 5-26-69 (Pending)'(Pending) Budget:Survey: 728K Micro-link cap, OperatingCapital : 200K728500 K FG,dioceseFG 55K Varian Associates SG, 130K TG 7. North Orange County Junior College District Staff: N.A. Fullerton,SeeN.B.: Anaheim, Relay California for#5; Anaheimfor description City School District Relay: Equipment:Description: DownTrans. cony. 2313 Micro-link KVP-26 F-2F-1 1-5-671-5-67 3-684-70 12-12-68 (Pending) Buildings " F-3 1-5-67 programming: RadiusHrs/weekStudentsB,C,E,G,H,J No12,00010'20 local C.P.KVP-26 granted - not yetF-4 on the air 1-5-67 PI.Budget:Survey: 80K RCA cap. 5K op. OperatingCapital 5K80K LG LG 8. Board of Education, Long Beach Unified School District Staff: 7 FT, 1 PT radioLongProd-Dir Beach, and TV facilities) California2 FT (serve KZH-31Oniginating 10-69 10-6-69 (Pending) Equipment: EngineerDownTrans.Clerical cony. 12 182FTFT, Chester 1 PT CPts granted but notD-1D-2 yet on 11-7-67 10-69 10-6-69 (Pending) the air. Description: VTRF/SCamerasProjectors chain 152 1vddicon 16mm, 1 op, 1 sl. KZH-31 D-4D-3 11-7-6711-7-67 StudiosHrs/weekStudentsCla.:,srmsBuildings 1721516,000400 Programming:Survey:Budget: RobertNot RadiusA,B,C,E,H,I,J,N Consulting Engineer available .Under5' E.10% Bullock local Staff:9. Archdiocese 5 FT, 13 ofPT Los Angeles LosEducatfbn Angeles,. California Originating:and Welfare Corporation EngineerTVTechnicianProd-Dir.Curr.sp. teacher 251 1PTFT FT KSW-92 D-2D-1D-3 6-26-69 2-678-689-67 3-31-67 (Pending)(Pending). GraphicsStudentsClerical 51 PTFT, 1 PT Relay: D-4 6-26-69 8-69 3-31-69 (Pending) rnN Equipment VTRDown.Trans.Cameras cony. 3858 2Chester ChesterI0 KSW-93 G-2G-1 5-7-655-7-65 9-672-67 3-31-67 (Pending)(Pending) co Description F/SBuildingsStudios chain at751 each(several site) bldgs. G-4G-3 5-7-655-7-65 .8-69 8-68 3-3-31-67 31 -67. (Pending) Programming: RadiusHrs/weekClassroomsStudents Under7537,00087045' 10% local Budget:Survey:Innovation: Litton Talk-back, Industries computerOperatingCapital 600K cap., 225K op. ' 225K600K diocese data retrieval, facsimile transmission - exploratory 10. Maryville. Joint Unified School DistrictOlivehurst, California Staff: 2 FT, 13 PT EngineerTVProd-Dir. Teacher 110 FT PT WAE-22Originating: 1 -70. Equipment DownCamerasTransStudents cony. 32 PTConracvid., 1 plumb. B-2B-1 3-19-69 1-70 11-14-69 (Granted) Description: BuildingsMobileVTRClassrms van 12215 Programming: A,C,E,RadiusHrs/weekStudents 75+%100025'30 local VTRSurvey:Innovation:Budget: for redistribution 34KWard-Davis op. Operating DAIRS 15K FG, 950 SG, 10K LG 11. Board of Palo Alto, Trustees of the California Leland" Stanford Junior University Staff: Admin.Asst.Admin. Mgr, 1 FT Ass'nStanford for -Cont. 7 FT, FT (SU) (SU) Educ.-2 FT20 PT KCG-38Originating: E-1 4-9-68 10-69 2-13-70 3 FT (SU) E-2 4-9-68 10-69 2-13-70 2-13-70 ' EngineerCourierClericalGeniiStudentsClerical Mgr. 1 120FT 1FT PT(SU)FT (ACE) (SU)(ACE) E-4E-3 4-9-68 4-694-69 2-13-70 Equipment VTRDownTrans.Cameras cony. 2015+114 Micro-link,Chester Micro-Linkvidicon Description: Talk-backProjectorsStudios 1 23+516mm, 5 slide BuildingsRadiusHrs/weekStudentsClassrooms 136goo6575+%40, (250 local su,650AcE) ProgrammingBudget:Survey: Genesys D,L,NOperatingCapital 700K cap., 100K700KSystems, industry, Inc., 100K op. membersMountain of View,Stanford California NetworkNetwork 12. Pasadena Unified School District Pasadena, California Staff: 5 FT, 20 PT TVProd-Dir.Curr. teacher Sp. 110 PT FT,PT 2 PT KQI-29Originating: E-1 8- 26 -6.6 6-67 4-16-69 (Granted) EngineerClericalGraphicsTechnicianStudents 2143 PTFT E-4E-3E-2 8-26-66 6-67 .4-16-694-16-69 (Granted) (Granted) Equipment: DownTransCameras cony. Micro-link2EMCEE, 4vid., Jerrold Jerrold,4 plumb. . Description: F/SVTRMobileProjectors chain unit 25 16mm, 1 sl. Hrs.weekBldgsStudiosStudentsClassrooms .34 350110020,000 Budget:Programming.: 420K 'cap, Under 50K 10% oper. lOcal RadiusA,B,C,E,G,H,I,J,N(RETAC programming) 6' VTRSurvey: for redistribution Robert E. Bullock Ope-2atingCapital Consulting Engineer 50K120K LG FG, 300K LG Staff:13. Regents of the University of Prod-Dir.San Francisco, California 11 FT 1 PT 2 FT California Originating: Equipment TechnicianEngineerCoordinatorClerical 16 1FTFT, FT 1 PT . KHU-89KTB-97 F-4F-2 7-14-65 6-26-66 10-66 1-67 6-17-685-4-67 (granted) (Grantes) VTRTransCamerasDown cony. 265 IO,EMCEE, 10 vidiconMicro-link Description BuildingsF/SClassroomsStudios chain 1255 Programming A,C,ERadiusHrs/weekStudents 75+%8,10-202500 local Budget:Survey:,VTR for 650KredistributionUniversity cap., 160Kengineer op. OperatingCapital 135K600K college, 50K25K grantsprofessional organizations and grants 14. Roman Catholic Welfare Corporation Staff: 9 FT, 5 PT TVCurr.sp.San teacher Francisco, California 21 FT KZB-22Originating: G-1 9-13-67 1-70 EngineerClericalGraphicsTechnicianProd-dir. 13 FTPT Relay: G-4G-3G-2 9-13-67 1-70 Equipment DownCamerasTrans.Students cony. 665164 PTvid., JerroldMicro-link 2 plumb. KZB-24 D-4D-3D-2D-1 9-21-67 2-702-70 Description F/SVTRProjectors chain 3211 16mm,1 op.,3 sl. KZB-25 D-3D-2D-1 9-21-67 2-702-70 . BuildingsClassroomsStudios 460511 D-4 9-21-67 2-70 Programming: RadiusHrs/weekA,B,C,E,G,H,J,M,NStudents Under14.5'3016,000 10% local KZB-23CP's granted - not yetB-3B-2B-1 on the air 9-21-67 VTRBudget:Survey: for 680Kredistribution Hammett cap., and 240K Edison op. OperatingCapital 240K680 K diocese diocese B-4 9-21-67 Staff:15. Board of Public Instruction of Palm BoyntonBeach.Curr. Sp.CountyBeach, Florida 44 FT, 10 PT 1 FT Originating TVTechnicianEngineerProd-Dir. teacher .10 FT,5896 10FT PT KHU-90 E-4E-3E-2E-1 7-26-667-26-66 1-681-68 4-22-694-22-69 .(Granted)(Granted) (Granted) Equipment DownTransClericalGraphics, cony. Jerrold72105 FTMicro-link-Jerrold KZB-28Relay: A-1 9-25-67 9-68 4-22-69 (Granted) VTRMcIAlePrcectorsF/SCameras chain unit 47 dIO, 16mm, 4 vid. 4 sl. KZB-30 H-2H-1A-2 9-25-67 10-689-68 1-10-694-22-69 (Granted)(Pending) Description Hrs/weekClassrmsBldgsStudios 33800724 KZB-29 G-2G-1 9-25-67 9-68 4-22-69 (Granted.)(Granted) Budget:Programming: 1,300,000 cap., 596K op..Capital,RadiusA,B,C,E,H,J,K,N 1,300,00075+%2500 sq.mi.local FG VTRSurvey:Innovation: for redistribution Adair Selected and Brady, materials Lake Worth, available Texasrequest.byOperating for instant teaching transmission personnel upon phone 215K FG, 381K LG 16. Board of Public Instruction of Broward County Staff: FortTVCurr. teacherLauderdale, Sp.. Florida 60 FT, 5 PT 6 FT KTZ-22Originating: ClericalGraphicsTechnician.EngineerProd-Dir. 5824 8FTFT, FT 3 PT G-4G-3G-2G-1 11-22-65 1-67 1-30-681-30-68 (Granted) Equipment: DownTrans.Students cony. 100Jerrold3 8PT MicroMicro-link, -?ink, Relay:KLC-80 B-2B-1 8-22-68 9-69 10-6-69 (Granted)(Granted) VTi-1F/SCameras chain Jerrold36 IO, 5 vid. B-4B-3 8-22-68 .9-699-69 10-6-69 (Granted) Description: ProjectorsClassrmsBldgs.Studios 13 145610016mm, 2 sl. Programming: 75+% local A,C,E,I,JRadiusHrs/weekStudents 1216060,000 VTRBudget:Survey: for redistribution1,792,000 Adair-Brady,. cap, Lake L256,000 Worth, op. OperatingCapital. 365K1,102,000 FG, 891K FQ, LG690K LG Texas ' L7. Board of Public Instruction of DadeMimi County Florida Staff: 12 FT, 7 PT EngineerProd-Dir.TVCurf.Sp. teacher' 21Consultants FTFT, 1 PT Relay:KTB-84Originating: F-1 6-18-65 1 -68 10-11-67 (Pending) Equipment: StudentsClericalGraphicsTechnician 21 PTFT, 1 PT KTB-84KTB-85CP's granted - C-1 6-18-65 not yet on the air 1-68 10-11-67 (Pending) t, CamerasDownTrans. cony. 1.3402 Micro-link Micro-inkIO, .3 vid. F-4F-3F-2 6-18-65 vicz. Bescription F/SProjectorsVTR chain 1.31.6 16mm, 1 sl. KTB-85 C-4C-3C-2 6-18-65 Hrs/weekStudentsClassrmsBuildingsStudios 3333,99542372 (shared) finc. auds.) 6-18-65 Budget:Programming: 95K cap., 35K op. Capita].A,B,C,E,H,I,J,NRadius 95K75+%20' LG local VTRSurvey:Innovation: for redistribution Adler ;Systems Educational approach Systems to production,DivisionProductionOperating utilization and validation of series 107,80035K LG 18. Archdiocese of Miami Miami, Florida KRL-41Originating: Staff: TV supv. 5 FT 1 FT A-2A-3 12-16-64 . 11-65 9-66 10-27-65 (Pending) Equipment EngineerDownTransClerical cony. 7042 FTMicro-link Micro-link KRL-42Relay: CC-2 -3 12-16-64 9-67 8-26-66 (Pending) Description ProjectorsF/SVTRCameras chain 21 1vidicon 16mm, 1 sl.. KRL-41CP's granted - not yetA-4A-1 on the air 12-16-64 BuildingsStudiosHrs/weekStudentsClassrooms 32,0006050070 KRL-43KRL-42 D-4D-1 12-16-64 Budget:Programming: CapitalA,B,C,E,F,H,I,M,NRadius 500K cap., 90K op. Under500K55' 10%diocese local A-4A-3A-2A-1 12-16-64 VTRInnovation:Survey: for redistribution RCA Advanced placement Operating 90K diocese programs C-2 YARL-44 C-4C-3C -1 12-16-64 Staff:19. The Fulton-DeKalb Hospital AuthorityAtlanta, Georgia PT Originating: TechnicianEngineerProd-Dir.Clerical 11 FT, 1 132 FT.FTFT, 1 PT KVI -65 A-1A-4 11-9-66119-66 1-68 .7-21-677-2167 (granted) Equipment VTRDownCamerasTrans. cony. 929 532IO, Micro-linkRCA 2 vid. KVI-66 A-2 11-9-66 1-68 7-19-67, Description F/SBuildingsProjectorsStudios chain 29321 16mm,.1-op.,4 sl. Programming: A,B,C,E,F,I,NRadiusHrs/weekStudentsClassrooms 75+%32'20-221000+150 local VTRSurvey:Budget: for redistribution. RCA OperatingCapital 300K cap., 160K op. 160K300K SGFG, SG Retelecast by Georgia ETV system. 20.Staff: Board 6 ofFT, Education 77 Northfield,Prod-Dir. Illinois PT2 FT of Township-High Originating:. School #203 of Cook County TechnicianEngineerClericalGraphics 1 1FT PTFTFT, 1 PT KZB-26KGZ-66 H-1 9-3 13-9 -67.-65 9-69 10-6-69 (Granted) .Equipment -StudentsDownTrans.Coordinator cony. 175 315FT PT Micro-link- Jerrold, A-1A-4A-3A-2 3-9-65 7-66 7-7-677-7-67 (Granted) (Granted) VTRProjectorsF/SCameras chain Micro-link,EMCEE275 3vidicon 16mm, 2(lcolor slide Descriptions BuildingsStudiosStudentsClassrooms 23,000311400-500 Budget:Programming: 400K cap., A,B,C,E,G,H,I,J,NRadiusHrs/week 55'90400K25%-50% LG local 111K op. VTRPISurvey: for redistribution Video Systems, CapitalOperating 20K SG, 90K LG,1K Inc.- diocese 21.Staff: Bradley 6 FT, University* 35 PT Curr.Peoria, Sp.. Illinois 1 PT Originating: EngineerClericalGraphicsProd-Dir.Students 230 Frri13 PTFTPTFT, 2 PT 2 PT KTZ-30 C-1C-4C-3C-2 10-26-65 9-65 4-21-69421-694-21-69 (Granted)(Granted) (Granted) Equipment: DownTransCameras cony. 10048 IC),EMCEEEMCEE 5 vid. KVO-30Relay: 4-21-69 (Granted) Description: VTRMobileProjectorsF/S chain van 24 16mm, 2 sl. KVO-29 A-1E-2E-1 12-23-66 9-67 1-16-674-21-69 (Pending)(Granted) 'BuildingsHrs/weekStudentsClassrmsStudios 11130,0001002800 A-2 12-23-66 9-67 1- 16 -67. (Pending) Budget:Programming: 650K cap., 130K op. OperatingCapitalA,C,E,I,K,LRadius Under375K35l-40' 10%FG, local.275K College VTRSurvey: for redistribution Medicom, Inc.PermitCCTVand parochial systemheld by for Bradleyschool internal systemsUniversity distribution. in thefor surroundingall ITFS programming area. is for.public Bradley campus has 22. Board of Education of Sterling Township High School District #300 Staff: 16 PT TechnicianProd-Dir.Sterling, Illinois 23 PT KVIOriginating: 62 Equipment DownCamerasTrans.Students cony. 9 4110EMCEE vidi.conEMCEE PT D-3 11-7-66 10-67 4-19-68 F/SVTRProjectors chain 13 16mm, 1 si. Description MobileBuildingsStudios van 81 Programming: A,B,C,E,G,H,I,J,NRadiusHrs/weekStudentsClassrms 10%-25%30380012015' local Innovation:Budget:Survey-: 125,500 Medicom, Vocational cap, Inc. 26,850 guidance op. via ITFSOperatingCapital system 12,90037,500 FG, 12,50025,000 SG, 1,45063,000 LG LG 23. Trustees of the Indiana UniversityIndianapolis, Indiana Staff: TechnicianEngineerProd-Dir.Curr. sp. 11 FT 21 FT WAT-21Originating: E-2E-1 5-1-69 11-17-69 11-3-69 Equipment Trans.FilmClericalGraphics prod. 2 RCA21 FT F/SVTRDownCameras chaincony. 158 RCA16mm,1 op.,1 sl. IO, 6 vid. Description BuildingsStudiosMobileProjectors unit 71 Survey:Programming: RadiusHrs/weekA,C,N Jansky and .Bailey 251512' % -50% local 24. The Trustees N.B.St.Telecommunicatons John, Relay System. Indiana of Indiana Higherof Indiana University Education EquipmentDescription: DownTrans. cony. 72 RCA Relay:KPD-40 A-1A-2 12-27-6812-27-68 10-69 10-20-69 (Pending) ClassroomsBuildingsRadiusHrs/weekStudents 157No20-30800.31' local 'Programming:Budget:Survey: Jansky A,B,C,KOperatingCapital 65K cap., 12K op. and Bailey.12K65K SG 25. Owensboro Owensboro, Kentucky Vocational School Originating: Staff:Equipment: 1 FT, EngineerStudentsTrans. 16 PT .16 PT1 2FT RCA KBK-71 A-2A-1 7-11-697-11-69 3-20-70 VTRDownF/SCamerasProjectors cony.chain 10235 RCA2vidicon 16mm, 1 sl. .Description: MobileTelebeamBuildingsStudios van large screen 10 TV prof. Programming: A,C,E,H,IRadiusClc.ssrms . 25%-50%1.5'100 local Budget:Innovation:Survey: 289K RCA Facility CapitalClass license capital FG, SG, LG to operate will be used to and maintain train electronic similar equipment technicians with 1st 26. Board of Education of the Paducah, Kentucky Padudah Independent School District Staff: h FT, 2 PT ClericalTechnicianEngineer 1 KGA-28Originating:. A-1 5-14-68 4-17-69 1-15-69 (Pending) Equipment DownTrans cony 144 JerroldJerrold A-4A-3A-2 5-14-68 . 4-17-69 1-15-69 (Pending) Description: VTRProjectorsF/SCameras chain 5 214vid. 16Mm, (2 1color) slide co Hrs/weekStudentsClassrmsBldgs.Studios 500016114122 Survey:BudgetProgramming: Jerrold C,D,E,G,H,IRadius Under5' 10% local 1 Staff:27. University 3 PT of Orono, Maine Maine EngineerProd-Dir.Curr. sp. 11 PT Originating:KVI-60 D-1 11-7-66 10-10-68 4-18-69 (Granted) Equipment VTRCamerasDownTrans cony. 32 10,Micro-link 3 vid. KVI-61 D-1 11-7-66 4-9-68 6-17-68 (Granted) ti Description: BuildingsProjectorsF/SStudios chain 94 16mm, 2 s . cr\co Programming Hrs/weekRadiusStudents.Classrooms Under10'5200223 10% local Budget:Survey: OperatingCapitalA,C Maine20K cap., ETV 6K op. 4Kcollege,20K SG 2K other. Staff:28. Boston Catholic Television Center Boston, Massachusetts 7 FT Originating: DirectorProducersCurr. sp. '1 FT 12 FT KVQ-24 D-4.D-3 1-18-67 7 12-11-67 12-11-6712-11-67 (Pending) (Pending) Equipment Trans.ClericalEngineer 12 FT. FT KMA-57Relay: F-3 9-19-68 12-17-68 12-17-68 (Pending) C) VTRF/SCamerasDown chaincony. 5211150 vidicon KLC-85 G-4G-3F-4 9-27-689-19-689-27-68 12-17-68 12-17-68 (Pending) CON.) Description BuildingsProjectorsStudentsStudios 2151,0001501 16mm, 1 sl. WAL-20KQT-47 F-3G-4G-3 9-8-694-14-69 1-20-706-18-69 6-18-691-20-708-18-59 (Pending) (:Pending)(Pending) Budget:Programming: CapitalA,B,C,D,E,H,I,K,M,Nfirs /week 1 million cap. 125%-50%60 million, local diocese, 150K-175K op. BCTC KQT-48 F-4F-3 9-8-69 9-24-609-24-691-20-70 9-24-691-20-70 '(Pending.(Pending) (Pending). Operating KMA-57KVQ-24G.P's D-2D-1 granted -- 1-18-67 not on air WAL-20KQT-47 G-1G.L2 4-14-694-14-69 KLC-85 G-2G-1F-2F-1 9-19-679-19-688-27-68 KQT-48 F-2F-1 9-8-69 29. Northeastern University Boston, Massachusetts Originating: Staff: TVProd-Dir.Curr. teacher so. 12 FT, 15 PT 1220 FT FT FT KYP-23 B-4B-2 7-7-67 4-16-684-16-68 4-14-69 (Granted) StudentsClericalGraphicsTechnicianEngineer 1521 FT PT P4GJ Equipment DownTrans cony. 362 plumbiconJerrold'Jerrold oo ,a Description VTRMobileProjectorsF/SCameras chain unit 15 16mm, 2 sl. oo Hrs/weekStudentsClassroomsBuildingsStudios 181205004 Budget:Programming: A,B,C,HRadiusCapital 460K cap., 186K OD. 75+%20'.300K local FG, 160K college VTRInnovation:PISurvey: for redistribution Operating Lake Systems, Inc., Watertown, Mass. DAIRS 186K college 30. Alpena Public Schools Alpena, Michigan Staff: 2 FT, 1 PT EngineerClericalTechnician 1 1PTFT FT KVK-22Originating: A-1 11-16-66 3-18-67 6-7-67 (Granted) Equipment F/SVTRDownTrans. chain cony. 1271 Prodelin'EMCEE Description: BuildingsStudioCamerasProjectors 1 2316mm,16mm- audio 1 sl.only- cory Programming: RadiusHrs/weekStudentsClassrms Under17020'3810,000 10% local Survey:Budget: 90,450John F.X. cap., Browne 48,550 and op. AssociatesOperatingA,B,C,E,I,J,K,L,NCapital 1,50044,450 FG,FG, 47,00046,000 LG,LG 50 diocese 31. Archdiocese of Detroit Detroit, Michigan Staff: EngineerTechnicianProd-Dir 7 FT, 25-30 PT 21 FTFT, 4 PT KRX-65Originating: A-1 4-1-64 12-65 8-31-67 (Granted) Equipment Trans.StudentsClericalGrap.hies. .1 FT, 12 225 PT PT Litton,JerroldPT A-2 4-1-64 12-65 8-31-67 (Granted) F/SVTRDownCameras chaincony. 6 23190IC, Litton,Jerrold2 vidicon Description ClassroomsBuildingsStudiosProjectors 2 1000190216mm, 2 slide Programming: A,B,C1ERadiusHrs/weekStudents Under15'20165,000 10% local VTRSurvey:Budget: for redistribution Litton OperatingCapital 250K cap., 150K op. 150K250K diocese Staff:32. Detroit 23 FT, Public 7 PT Schools(includes Detroit,all television Michigan staff) Originating: Prod-Dir.TVGraphicsTechnicianEngineer teacher 36 215FT PTFTFT, 2 PT KTB-98 C-2C-3 7-20-65 11-22-65 8-31-66 (Granted) Equipment StudentsClerical 210 FT FT ry AO VTRCamerasDownTrans. cony. 51202 4EMCEEIO, EMCEE 3 vidicon & Jerrold Description Prc.TectorsF/SBuildings-Studios chain 3 1031216mm, 1 op.,2 sl. Hrs/weekStudentsRadiusClassrms 108,70825%-g0%12'34.52500 local Budget:Programming,:Survey: 62K Johncap., F.X. 137K Browne, op. Jr. and A,B,C,E,I,NOperatingCapital 62K137K 1.G. LG Associates 33. Wayne-State University Detroit, Michigan Staff: EngineerProd-DirTVCurr. teacher sp. 86 FT, 39 PT * 7219 FT, FT, 241 1PT PT KVP-20Originating: E-1 1-5-67 9-67 6-17-68 (Granted) * Staff of Wayne StateGraphiesTechnicianStudentsClerical Center 183412 FT,FT, 220 4PT PTPT Equipment DownTransassignedfor conyInstructional to 2500 MHz Technology- 141 RCA RCA F/SVTRErojectorsKinescopeCameras chain 612814 16mm,26p.,8IO (color) 4slide vid. Description Mobile vans . 2 Hrs./weekStudentsClassroomsBuildingsStudios 48370_28143 Budget..149KSurvey: cap., 200K OperatingCapitalRadius RCA 150K104K21' FG, 10K25KOD. SG, 20K community,college 20K college 34. Independent School District #279. Osseo, Minnesota Staff: 6 FT, 4 PT TechnicianProd-Dir.TV teacher 12 FTFT, 1 PT KVI-64Originating: A-1 11-8-66 2-67 6-7-67 (Granted) Equipment: Trans.StudentsClericalGraphics 31 PTFT F/SVTRCamerasDown chain cony. 19512 vidicon JerroldJerrold Description: BuildingsMolineStudiosProjectors van 112 16mm, 1 op.,1 sl. Programming: RadiusHrs/weekStudentsClassrooms 75+%8.8'758000100 local Survey:Budget: 50KNorthwest cap., 130KElectronics op. A,B,C,E,IOperatingCapital 100K50K FG FG, 30K LG 35. University of Missouri Columbia, Missouri Staff: .TechnicianGraphiesEngineerProd-Dir. 26 FT, 15 PT 2 684FT FT KXY-61Originating: C-2C-1 4-24-67 10-10-67 3-20-683-20-68 (Granted) (Granted) Equipment DownTrans.StudentsClerical cony. 1156 4FT Micro-link PTMicro-link INOCA, MobileVTRProjectorsF/SCameras chain unit 1253 4slide vidicon Descrip:Aon StudentsClassroomsBuildingsStudios 78801834 Budget:Programming: CapitalBRadius 25,891 cap. 13,74175+%14 local FG, 12,150 college beam spread, 2000'throw N.B.Innovation: 2500 MHz facility is one part of a totalsystemThestable campussystem topicture four isserving servedremoteand allows20,000 bybuildings. CCTV forstudents. with central ITFS controlused to ofrelay monitors the internal distribution Experimentation with reception with video monitors has led to more Staff:36. Clark 16 CountyFT, 3 PTSchool District Prod-Dir.Las Vegas, Nevada 3 FT Originating: TechnicianEngineerStudentsClericalGraphics 13 71FTFT, FT 3 PT KZH-32 C-1C-4C-3C-2 11-7-67 1-30-70 1-14-70 (Pending)1-14-70 (Pending) Equipment DownTrans. cony. 8 Jerrold Jerrold Relay: T.3 VTRF/SCameras chain 6 24(110, color) 4 vidicon KZH-33 E-3E-2E-1 11-7-67 1-30-701 -30 -70 1-14-70 (Pending) L'1 Description: BuildingsMobileClassroomsStudios van 135475+ E-4 11-7-67 1-30-70 1-14-70 (Pending) Budget:Programming: 300K cap., 200K op. Hrs/weekA,B,C,E,H,I,J,NRadiusStudents Under12'60+35,000-40,000 10% local Survey:Innovation:PI Film scheduling and videotapeOperatingCapital pick-up at school site Hammett and Edison 300K200K LG LG 37. Catholic Schools of the Diocese Brooklyn, New York of Brooklyn Staff: EngineerProd-Dir.TV teacher 20 FT, 4 PT 16 FTFT, 1 PT KNZ-60Originating: B-2B-1 7-28-64 4-16-66 6-7-67 (Granted) Ass'tGraphicsTechnicianStudentsClerica P-D 132 FTFT, 12 PT KVX-31Relay: B-4B-3 7-28-64 4-16-66 6-7-676-7-67 (Granted) (Granted) Equipment DownTrans.Utiliz.coorPhotograph. cony. 22216l*FT1 FT Micro-link Micro-link F-4F-3F-2F-1 2-13-672-13-672- 13 -67. 9-689-68 3-20-68 (Granted) VTRMobileProjectorsF/SCameras chain unit 72 1vid.,1 16mm, 3 plumb. 1 slide KNZ-70 F-3F-4F-2F-1 7-28-64 4-18-664-18-66 4-17-694-17-9 (Granted)(Granted) Description BuildingsClassroomsStudios 22212134 KZE-20 B-3B-2B-1 10-26-67 9-68 4-16-694-16-69 (Granted) (Granted) Budget:Programming: 1.4 million cap., 225K op. RadiusHrs/weekA,B,C,E,H,J,K,M,NStudents 50%30'63195,000 B74 10 -26 -67 9-68 4-16-69 (Granted) VTRSlrovev!Innovation: for redistribution Jules Facsimile Cohen and transmission, Associates computerac-aratingCapital applications 225K1.4 million,diocese diocese Staff:38. Central High School District No.-2Prod-Dir/EngFranklin Square, New York 1. FT, 3 PT 1 FT Originating: Equipment GraphicsTechnicianClerical 1 PT PT KHD-21 A-2A-1 12-22-64 3-26-64 10-12-64 4-15-661-8-65 (Granted.)(Granted) 'Down cony.F/STrans.Cameras chain 1763 Litton,vidicon Micro-link A-3 10-23_69 10-23-69 10-23-69 (Pending) Description: BuildingsProjectorsClassroomsStudios 1 25012116mm3 1 sl. Budget:Programming: 100K capital HrsCapitalA,B,C,H,IRadius /week SG,75%+5'40 LG local 39. Union Free School District No. 1 Kenmore, New York Staff: 3 FT, 4 PT TechnicianEngineerCurr. Sp. 1 FTPT KWE-21Originating: A-1 6-26-69 . 2-2-70 12-30-69 (Pending) Equipment TransGraphicsStudentsClerical 11. FTPTMicro-linkPT A-2 6-26-69 2-2-70 12-30-69 (Pending) F/SVTRCamerasDown chain cony 223 vidiconMicro-link MD CO Equipment B_uildingsClassroomsStudiosProjectors 2252613 16mm, 2 sl. Programming A,C,E,H,I,J,NRadiusHrs/weekStudents 3'3522,000 VTRBudget:Survey: for redistribution 200K Micro-link cap., 52K op. OperatingCapital 15,600100K SG, SG, 100K 36,400 LG LG 40. Union Free School District No. 10 Staff: 4 FT, 12+ Mineola,Curr: Sp. New York PT 1 FT Originating: Equipment -Clerical EngineerStudentsGraphicsProd-Pir. 1012 2TFT PT KNZ-71 G-4G-3G-2G-1 4-3-697-28-644-3-69 3-702-652-65 3-31-65 F/SVTRCamerasDownTrans. chain cony. 17364 vidiconMicro-link Adler Description BuildingsClassroomsStuaiosProjectors 71 253slide Programming: A,B,C,D,E,H,I,J,NRadiusHrs/weekStudents 25%-50%3'605000 local Budget: 370K cap., 102K op. , VTRSurvey:Innovation: for redistribution New YorkIndividualized State Education instruction Department viaOperatingCapital ITFS facility 10K100K SG, SG, 92K, 270K LG LG 41. Archdiocese of New York (City) Yonkers, New York KRS-81Originating Staff: TechnicianEngineerProd-Dir.Curr.sp. 10 FT, 8 PT 21 FTFT, 312 PT KRS -86 A-1A-3A-2A-1 1-29-65 9-28-66 11-7-67 .(Granted) (Granted) Equipment DownTrans.ClericalGraphics cony-. 2562131 FTPT Varian,Varian,Micro-link Micro-link 1 PT KRW-67 A-1A-3A-2A-2 3-15-651-29-65 9-28-66 11-7-67 (Granted)(Granted) VTRProjectorsF/SCameras chain 136 16mm,IO, 4 1vidicon slide KRS-84 A-2A-1A-3 1-29-651-29-653-15-65 9-9-28-66 28 -66. 11-7-67 (Granted) Description: StudiosOther 212-Ghz12-GHz microwave trans.rectrs KRS-82 E-1A-3 1-29-65 9-28-66 11-7-67 (Granted) RadiusHrs/weekStudentsClassroomsBuildings 4000120136,5912048256 sq.mis. KRS-83 E-2E-1E-3 1-29-651-29-65 9-28-66 11-7-674-7-67 (Granted) Budget:Programming: OperatingCapitalA,B,C,E,G,H,I,J,K,M,N 2.5 million cap., 275K op. 275K2.51070-25% million,diocese local diocese KRS-85 E-3E-2E-1 1-29-651-25-65 9-28-66 11-7-67 (Granted) VTRSurvey,: for redistribution RCA, Paul Godley Associates XWEC.P. -22 granted - E-3E-1E-2 6-26-69 not on air Staff:42. Newburgh 4 2T, 9 CityPT School District Curr.Newburgh, sp. New York 1 FT . Originating EngineerProdTVStudentsClerical teacher -Dir. 613 1PTFT FT KTN66 D-2D- 7-28-65 9-66 6-7-676-7-67(Granted) (Granted) Equipment CamerasDownTrans. cony 3217 Microvidicon Micro-link -link. Description VTRStudiosProjectorsF/S chain 13 16mm, 1 sl. RadiusFirsStudents%,.LassrmsBuildings /.week 4.9'2010,00020017 Budget:PIProgramming: 165K cap., 60K op. OperatingCapitalA,C,E,G,H,I,J,N 60K165K1O% -25%FG FG local 43. Plainedge Public Schools North Massapequa, Long Island, New York 11761 _- Staff: 2 FT, 2 PT EngineerProd-Dir.TV teacher 1 FTPT KNU-43Originating D-1 5-21-64 6-62* 1 4-64 (Granted) Equipment CamerasDownTrans.Clerical cony. 4121 PT AdlervidiconAdler * Operating on experimental 2000 MHz permit. 11-12-64 CA3 4 Description MobileF/SProjectorsVTR chain unit 12 16mm, 1 op.,l sl. Hrs/weekStudentsClassroomsBuildingsStudios 30800018091 Budget:Programming: 140K cap., 58K op. CommunityA,C,G,NRadius Under140K3' 10% local VTRN.B.Survey:PI for Tie-line redistribution Adler between Plainedge system andCommunity Plainview system 58K Staff:44. Central 2 FT, School21 PT Distrct No. 4 Curr.Plainview, Sp. New York 1 PT 11803 Originating: TechnicianEngineerProd-Dir.TVGraphics teacher 10231 PTFTPT KHC-94 B-1 2-17-64 9-28-65 11-24-65 (Granted) Equipment DownTrans.StudentsClerical cony. 2314 PT Micro-linkMicro-link F/E,VTRMobileProjectorsCameras chain unit 127 2vidicon 16mm, 1 opaque,1 sl. Description ClassroomsBuildingsStudios 15,000*490*23*2 BethpageFigures includedistrictsRadiusHrs/weekStudents Plainedge and 5'2510%-25% local Budget:Programming:.Survey: 150K Micro-link cap., 25K Varian op. Associates OperatingCapitalC,E,H,N 25K150K LG FG 45.Diocese of Rockville CenterUniondale, New York Staff: EngineerProd-Dir.Curr.Sp. 13 FT, 6 PT 14 FT KNZ-65Originating: E-2E-1 7-28-64 2-16-70 4-1-70 (Granted) Equipment StudentsClericalGraphicsTechnician 6412 FTPT KNZConstruction -68 permitsE-4E-3 - not on air: 7-28-64 2-16-70 . 4-1-70 (Granted) VTRCamerasDownTrans cony 4577 plumbiconJerrold Jerrold D-4D-3D-2D-1 7-28-647-28-64 Description BuildingsStudiosProjectorsF/S chain 7722,16mm, 2 sl. KNZ -67 A-4A-3'A-2A-1 '7-28-647-28-64 Programming: A,B,C,E,J,K,M,NRadiusHrs/weekStudentsClassrooms Under35'3065,000700 -40' 10% local EVRSurvey:Budget: OperatingCapital Jules2 million Cohen cap., and 250KAssociates op. 250K2 million, diocese diocese 46. Rochester Institute of Technology Rochester, New York Staff: EngineerProd-Dir.TV teacher 8 FT, 22 PT 2 PTFT WAX-Originating: 3 0 A-1 5-15-69 11-17-69 12-4-69 (?ending) Equipment GraphicsTechnicianStudentsClerical 1521 FT FT,PT 13 PT ta VTRDownTrans.Cameras cony. 531 RCAIO,RCA, 4 Micro-Linkvidicon Description F/SStudiosProjectors chain 2 16mm, 2 slide RadiusHrs/weekBuildingsStudentsClassrooms 901501003514 Budget:Survey:Programming: 80K cap., 22K op. Capital,B,D William J. Kessler Under40K SG,10% 40Klocal college 47. City School District of RochesterRochester, New York Staff: 3 FT, 2 PT ClericalEngineerCurr. Sp. 12 PTFT KRV-45Originating D-1 3-10-65 12-65 4-15-66 (Granted) Eauipment: CamerasDownTrans.Students cony. 36021 PT10, Micro-linkMicro-link 8 vid. D-3D-2 3-10-65 12-65 4-15-66 (Granted) Description: MobilePA'SVTRProjector chain unit 73 161=4 op.,2 sl. (JJ Programming: RadiusClassroomsBuildingsStudios Under 10% local 7'120060 Innovation:Budget: 1 million Pilot projectcap, 67 forK op. New York StatetotalOperatingCapitalN.A. Education. television Department teaching, involving5th grade, 1/2 day blocks. 500K67K SG,- Project 500K LG contract Staff:48. Duke University Medical Centerilarham, North Carolina 6FT, 5PT Originating: GraphicsTechnicianEngineerProd.-Dir.TV teacher 2 4110PT FTFT, FT 1 PTPm KCO-55 G-2G-1 99-10-69 -10 -69 4-704-70 Equipment DownCamerasTrans.Clerical cony. 2 1IO,Micro-link PT 6 vid. no-86 C-2C-1 9 9-10-69-10 -69 4-70 Q3CA., F/SVTR.Projectors chain 228 16mm,1 op,2 sl a, Description MobileClassroomsBuildingsStudios unit 2024 Budget:Programming: 27,700 cap., 65,000 op. A,B,C,G,H,I,J,NHrs/weekRadiusStudents 75+%15'10600 local N.B.Survey:VTR forCCTV redistribution system operating for ten years;OperagingCapital ITFS activated in March 1970. Duke University Engineering Department 65,00024,700 FGFG, 1500 SG, 1500 LG 49. University of Cincinnati Cincinnati, Ohio Staff: 'EngineerGraphicsTechnicianProd -Dir. 14 FT 5 31FT FT KHX-47Originating: A-1 8-1-69 3-4-70 Equipment DownTrans.ClericalStudents cony. 12 FTJerrold Description F/SVTRProjectorsCameras chain 511015 l6mm,2 vidicon op.,10 sl. Programming: RadiusHrs/weekBuildingsStufios 50%-75%20'125.2 local VTRSurvey:Budget: for redistribution CapitalC,E Self 15K cap. 15K college lk__allA _Ai64,,,agisk 50. Educational Television Association ofCleveland, Metropolitan Ohio Cleveland Staff:* N.A. willWVIZEngineer providestaff and as individual techniciansneeded. staff. from Producer-director, Members KDX-68Originating: E-1 10-2-69 2-19-70 Equipment: (All owned by WVIZ) * VTRTrans.Cameras 742 IO,Jerrold 2 plumb. Description:* ProjectorsF/SStudios chain 2 16mm, s sl. Budget:*ProgrammIng:* 60,000 N.A. community capital RadiusBuildingsStudentsClassrooms 22'25,00020025 *Survey: These figures are not tabulated in summaryOperating presented budget in Chapterbased on VI. use. JohnJanskey F. andX. BrowneBailey Associates Staff:51. Parma 5 FT, City 9 PT Schools* Parma, Ohio 1 Originating: EngineerGraphicsTechnicianProd-DirTV teacher 12 PTFTFT, 3 PT KNZ-60 A-1 6-26-64 9-28-64 9-28-64 (Granted) Equipment DownTrans.StudentsClerical cony. 2714 Micro-linkChester PT F/SVTRPro,;ectorsCameras chain 135 16mm,vidicon 1 sl. Description: ClassroomsStudentsBuildingsStudios 210 25,00030 Budget:Programming: 200K cap., 90K op. A,B,C,E,G,H,I,J,NRadiusFirs /week 200K75+%4'43 communitylocal PISeeSurvey: also Jansky #50, Educationaland Bailey Television AssociationOperatingCapital of Metropolitan Cleveland 90K community 52.4 Umatilla County Intermediate Educational District Staff: 9 FT, 2 PT TechnicianProd-Dir.Pendleton, Oregon 21 PTFT 97801 Kyz-44Originating: Equipment DownClericalCamerasTrans. cony. 1/455 PTVidiconEMCEE EMCEE Relay:KYL-45 F-1A-1 6-19-67 10-6810-68 1010-6-69 -6 -69 (Granted) (Granted) F/SVTR chain 1 KYL-45 B-1 6-19-67 10-68 10-6-69-(Granted) Description: MobileBuildingsStudiosProjectors unit 431 16mm, 1 s1. KYL-47 E-1 6-19-67 10-68 10-6-69 (Granted) Programming: RadiusHrs/weekStudentsCla-srms Under75'308000100 10% local KMA-20 E-1 9-16-67 10-69 10-6-69 (Granted) Survey:Budget: 200KGeorge cap., Freeze, 35K op.Consulting A,C,E,I,NOperatingCapital 200K35K FGLG Engineer Staff:53. Altoona 7 FT, Area30 PT School District Curr.Altoona, spec. Pennsylvania 14 PT KVQ-25Originating: TVGraphicsTechnicialEngineerProd-Dir. teacher 21 FTFT, 1 PT A-1A-4A-3A-2 1-18-671-18-67 5-67 3-20-68 (Granted) utpment DownTrans.StudentsClerical Cony'. 444141 FT Micro-linkPTMicro-link KZC-21KCG-49Relay; G-1 4-11-68 10-68 12-11-68 (Pending) F/SVTRCameras chain 174 vidicon 0-3G-2G-1 10-16-6710-16-67 5-699-69 5:-.21-695-21-69 (Pending) Description: ClassrmsBuildingsPro,lectorsStudios 4504011 op., 4 sl. KZC-22 G-1G-4 10-16-67 9-69 5-21-695-21-69 (Pending) Programming: A,C,E,G,H,I,NRadiusHrs/weekStudents 50%=75%6'4817,000 local G-4G-3G-2 10-16-6710-16-67 9-69 5-21-695-21-69 (Pending)(Pending) Budget:Survey:VTR for 300K Varianredistribution cap., Associates 75K op. OperatingCapital 37,500250K FG, FG, 50K 37,500LG LG 54. Hanover Borough School District Hanover, Pennsylvania Staff: 2 FT, 5+ PT Prod-Dir.TVCurr. teacher sp. 1 1PT PT KZB-21Originating: B-2B -1 9-13-679-13-67 2-27-68 12-27-68(Pending) Equipment StudentsGraphicsEngineerClerical 41 PTFT KZB-20Relay: F-1F-2 9-21-679-21-67 2-26-68 5-295- 29--68 -68 (Pending)(Pending) VTRF/SCamerasDownTrans. chaincony. 14328 vidicon Micro-linkMicro-link Description: BuildingsProjectorsClassroomsStudios 281 150116mm, 1 op.,I sl. Programming: A,C,E,NRadiusHrs/weekStudents 10%-25%13'5.513,000 local Survey:P1Budget: Jack Rickel Associates OperatingCapital 145K cap., 14K op. 14K115K LG FG, 30K LG 55. Mifflin County School District Lewiston, Pennsylvania 17044 Staff: 5 FT, 18 PT TechnicianEngineerProd-DirTV teacher 21 FTPT KHU-20Originating: A-3A-2A-1 6-3-6666-3-66 -3 -66 12-20-6612-29-66 3-29-68 (Granted) Equipment TransStudentsClericalGraphics 8161 FTPT Micro-linkPT KHU-21 E-2E-1A-4 6-3-66 1-16-6712-29-66 3-29-68 (Granted) F/SVTRDownCameras chaincony. 23729 vidicon Micro-link E-4E-3 6-3-66 1-16-671-16-67 3-29-68 (Granted) Description BuildingsClassrmsStudiosProjectors 420254 16mm,1 op.,1 sl. Budget:Programming: 300K cap., 100K op. A,C,E,I,J,NRadiusHrs/weekStudents Under14'10010,000 10% lOcal Innovation:PI Simulated programmed learningofOperatingCapital parents 300K100K FG FG formats for education and training 56. Temple University Staff: EngineerProd-DirPhiladelphia, Pennsylvania 11 FT, 25 PT 43 FTFT, 3 PT WAU-28Originating: Equipment TransStudentsClericalGraphics 2251 FT JerroldFT,PT 2 PT E-2E-1 5-8-69 1-8-70 F/SVTRDownCameras chaincony. 5235 ID, 5 vid. Description BuildingsMobileProjectors unit 52 16mm, 2 sl. Budget:Programming: CapitalRadiusCla.,srooms 80K cap., 8K op. 80K75%20'200 localcollege EVRSurvey:Innovation:PI Operating Jansky and Bailey. Minority education, industrial involvement8K college 57. Centennial School District Warminster, Pennsylvania Staff: 1 FT, 14 PT GraphicsTechnicianClerical 1 PTFT KOU-74Originating Equipment DownTrans.CamerasStudents cony 1 3512Jerrold vidiconJerroldPT G-1 12-11-68 12-25.-69 1229-69 (Pending) Description: MobileProjectorsF/SVTR chain unit 13 16mm,1 c'p.,2 sl. RadiusClassroomsBuildingsSturl.ios 5'11761 EVRVTRSurvey:Budget: for redistribution Jerrold OperatingCapital 20K105K LGFG, cap.,20K 10K SG, op. 75K LG. Staff:58. Weakley 25 FT, County36 PT Board of Public Martin,Cur-2. Sp.Tennessee Instruction Originating: EngineerTVTechnicianProd-Dir. teacher 42311 FTFT, FT, 1 12 1PT PT Relay:KIK-50 CC-2c-i -4 6-14-686-14,68 12-15-68 4-23-69 (Granted) Equipment StudentsGraphicsClerical 202 FT FT,PT 2 PT KIK-53 C -4C-2C-1 614-686-14-68 12-15-6812-15-6912-15-=68 4-23-69 (Granted) . Trans. 18 EMCEE KIK-79 VTRCamerasDown cony. 3 2370vidicon Jerrold, EMCEE KIN-53 C-1c-4C-2 6-14-686-14-68 12-15-68 4-23-694-23-69 (Granted) iN '4.'-" Description BuildingsF/SStudiosProjectors chain 9023 16mm KIK-52 A-4A-2A-1 6-14-68 12-15-6812-15-68 4-23-694-23-b94-23-69 (Granted)(Granted) Programming: RadiusHrs/weekStudentsClassrooms 50006075+%45,0001000 sq.mi. local KIK-78 E-1A-4A-2A-1 6-14-68 , 12-15-68 4-23-69 (Granted) Budget:Survey: 883K Self cap., 293K op. OperatingCapitalA,B,C,E,J 280K283K FG, 1020 KOK LG, SG, 3K 300K college LG E-4E-2 6-14-68 12-15-68 4-23-69 (Granted)-(Granted) 59. Brazosport In,-ependent School DistrictFreeport, Texas Staff: TechnicianCurr.sp. 3 FT, 1 1 1FT 292 KHU-92Originating: Equipment Trans.StudentsClerical 21 1FT PT D-2D-1 8-1-66 12-66 6-7-67 (Granted) ProjectorsF/SVTRDownCameras chaincony. 123.15 sl.vidicon Description: ClassroomsBuildingsStudiosStudents 10,000245152 Survey:PIProgramming: Taft Broadcasting, Inc., Houston,A,C,E,I,JRadiusHrs/week Texas Under12,70-75 10% local Staff:60. Spring 7 FT, Branch 2 Independent School SystemCurr.Sp.Houston, Texas PT 1 FT Originating: GraphicsTechnicianEngineerProd-Dir.TV teacher 121--15 FT PT KRZ-68 D-2D-1 4-20-654-20-65 9-7-65 5-31-66 (Granted) Equipment DownTrans.StudentsClerical cony. 3221 FTMicro-link Micro-link,Jerrold ProjectorsF/SVTRCameras chain 3142 16mm,vidicon 1 slide Description: StudentsClassrmsBuildingsStudio 32,000600321 Budget:Programming: 500K cap., 72K op. A,B,C,E,H,I,J,NRadiusHrs/week 501,75%7510' local VTRSurvey:Innovatlon: for redistribution H.C. Open-endedWill programs and activitiesOperatingCapital SG,500K LG LG 61. Mesquite Independent School District Staff: Mesquite,Prod-Dir.TV teacher Texas 8 FT, 18 PT 13 FT KHS-78Originating: TechnicianEngineerStudentsClericalGraphics 118I FT PT D-1D-2D-3 5-26-665-26-66 3-1-68 .6-7-67 (Pending) 6-7-67 (Pending) CrJ Equipment DownTrans.Cameras cony. 6223 vidiconMicro-linkMicro -link CD Description: MobileF/SVTRProjectors chain unit 23 216mm,1 op.,5 sl. FirsStudentsBuildingsStudiosClassrms /week 5018,00074021 Budget:Programming: 135K cap., 121,733 op. OperatingCapitalA,C,D,E,G,H,I,J,NRadius 100K507,75%12'75,468 FG, local FG,30K 11,265SG, 5K SG,community 35,000 community Staff:62. Edgewood Independent School DistrictCurr.sp.San Antonio; Texas 6 FT, 22 PT 5 PT Originating: Prod-Dir.TVTechnicianEngineer teacher 12 41FT PTFT PT KHS-77 D-1D-3D-2 5-26-66 10-19-66 6-7-67 (Granted) Equipment Trans.ClericalGraphicsStudents 212 1 EMCEE PTFT 5-26-66 10-19-66 6-7-67 (Granted) cnCD VTRF/P.CamerasDown chaincony. 521 1vidicon EMCEE,Jerrold Description: ClassroomsBuildingsStudiosProjectors 775261 16mm, 1 sl. Programming: A,B,C,E,G,H,NRadiusHrs/weekStudents 75+%5'3923,000 local Budget:Survey:Innovation: Taft Bi-lingualBroadcasting education Company, for Houston, MexicanOperatingCapital Texas American students via ITFS 125K cap., 95K op. 65K30K FG, 15K95K SG,LG 15K LG 63. Marquette University Staff: EngineerProd-DirMilwaukee, Wisconsin 1 FT, 9 PT + director 1 PTFT, 1 PT KVW-78Originating: Equipment Trans.StudentsClericalGraphics 15 PTRCA, Micro-link A-2A-1 3-16-67 4-1-69 4-1-69 (Pending) Description ProjectorsF/SVTRCamerasDown chaincony. 1 123416mm, vidicon 1 sl. Programming: A,B,C,D,E,H,I,K,NRadiusBuildingsClassroomsStudios 75+%10'4042 local Survey:PIBudget: OperatingCapital RCA30K cap., 10K op. 10K10K FG,20 college K college 64. Milwaukee Regional Medical InstructionalMilwaukee, TV Stations, Wisconsin Inc. Staff: EngineerProd-Dir.Curr. sp. 1 FT, 11+ PT 1 FTPT WAV-27Originating: E-1 5-7-69 2-23-70 2-20-70 (Pending) Equipment TransClericalGraphicsTechnician 1 3Jerrold PT KinescopeVTRCamerasDown cony. 610 1vid., Jerrold 1 plumb. t.A.) N Descril=tion F/SStudiosConference chain phone system morgue,81 (operating clinic) rms Programming: Hrs/weekBuildingsClassroomsA,C,E,H,I,K,L,M,NRadius 4-6301025%10? local VTRBudget:Survey: for redistribution OperatingCapital RCA460K andcap., Jerrold 72K op. 35K380K PG-, PG, 33K80K community,community 4K college 65. Archdiocese of Milwaukee Milwaukee, Wisconsin KZB-27Originating: G-1 9-13-67 9-14-68 9-12-68 (Pending) Staff: EngineerTVCurr.Prod-Dir. teacher sp. 9 FT, 15 PT 1102 3FT PTFT, 1 PT KZH-34Relay: G-1G-2 9-13-6711-7-67 9-14-689-14-68 9-12-C89-12-68 (Pending) (Pending) Equipment Trans.GraphicsStudentsClerical 2 521PT FTPTMicro-link, Jerrold KZH-35 C-1G-2C-2 11-7-67 12-12-6912-12699-14-68 1-29-709-12.:68 (Pending)(Pending) F/sVTRDownProjectorsCameras chaincony. 21102 16mm,vidicon Micro-link,JerroldCP's 1 slide granted - KzH-39KZB-27 G-4G-3 9-13-67 not on air: ,KZH-40 C -2 C-3C-1 11-7-67 Description: BuildingsClassroomsStudios 12001021 G-4G-3G-2G-1 11-7-67 KZH -35 C -3-4C--4 11-7-67 Programming: A,B,C,D,E,I,J,M,NRadiusHrs/weekStudents 10%-25%80'7043,000 local KZH-36 G-4G-3G-2G-1 11-7-67 KzH-38KZH-34 G-1C -4-3 11-7-67 VTRSurvey:PI for redistribution Video Systems, Chicago, IllinoisC-2 KZH-37 C-4C-3C-1 11-7-67 0-4G-3G-2 11-7-67 PART III CONCLUSIONS

I. When the Federal Communications Commission authorized the reservation of the 2500-2690 MHz range for Instruc- tional Television Fixed Service the action was taken

without firm foundation on which to evaluate either the

technical capability of the system or the ultimate needs of education for this on-air closed-circuit distribution

service. Five years of field experience indicate that, as a technical entity, ITFS is a practical and reliable

method of communication which offers significant ad-

vantages in terms of instructional capability and basic

economies in terms of sp:Ictrum conservation.

A. The technical limitations of low power and limited

range can be compensated for in large part by the

careful engineering and effective coordination among

users inherent in the original design of ITFS. 1. The technical efficiency and reliability of a local ITFS system depend on sound and impartial engineering advice combined with high quality com-

pcnent equipment throughoLt the system. Systems

so designed and constructed 1,ve proved to provide high quality recepti.on, reliable performance and

economical construction and operation.

326 355 327

2. Effective regional development involves extensive

com.aunication among potenti al users, cooperative

planning, and a mc!ans of enforcing the best inter-

ests of the region over short-range self interests

of individual installations. Various forms and

degrees of regional development have been explored

and explained in this study.

B. The essential engineering design of ITFS incorporates elements of significant advantage to education: 1. As a medium of instruction ITFS provides the es-

sential features of multi-channel capability, free- com for experimentation, local control and economu. 2. Although the primary purpose of ITFS is direct instruction, licensees may also use their facil-

ities for transmission of administrative material,

informal instruction and special training material.

3. ITFS complements other aspects of educational tele-

communication, including broadcast ITV, closed-

circuit television and microwave relay. C. The May 1969 authorization by the FCC of audio re-

sponse stations, and the March 1970 extension of the authorization to include transmission of data signals

within the 2686-2690 MHz range establish ITFS as a

unique system of two-way telecommunication. These

356 328

response channels offer unprecedentedopportunities for 'two -way voice and dataceTmunication ranging from simple talk-back topush button servicing,

response evaluation systems andcomputer-assisted instruction. D. New techniques of telecommunication, includingsatel- lite communication andmicrowave common carriers,

may be used to distribute ITFSsignals beyond the present local distributionrange.

" 35 329

II. For a variety of reasons education has not yet capital-

ized on the full and unique potential of ITFS: A. ITFS, which reqUired new engineering techniques un- familiar to engineers, was in some instances sold as an operational entity before the industry was

operational technically. Systems designed on the basis of manufacturers' engineering estimates caused subsequent disappointment on the part of some users

with the technical capability and reliability of

the 2500 MHz equipment. Thus, the early growth of ITFS was inhibited by poorly designed transmitting and receiving equipment and by exaggerated claims

from manufacturers of low cost and extended range

capability. B. Some applications of ITFS reflect the apparent re-

luctance of educators to make a commitment to the

use of instructional television. When instructional television is regarded as a teaching aid, supplementary rather than complementary to the role of the

classroom teacher, it cannot be justified on a cost -

effedtive basis. Instructional television, when not emplpyed in the resolution UP the real problems of education, is ancillary to the direct instructional

process. The attitude of educational administrators

358 330

towards instructional television is reflectedin financial commitment on the part of the community

served, in the placement of instructional television within the administrative structure, in the alloca-

tion of personnel to the development of instructional television programming, and in the integration

of the medium of television into learning strategies. C. Many administrators and educators have failedto understand the distinction between television as a

medium and 2500 MHz television as one method of

television distribution. 1. As a result, some ITFS systems have beenconceived

as low-cost broadcast systems,developed in competition with and in the image of broadcast tele-

vision. Emphasis on economy and local control has produced short-range planning which overlooked basic instructional goals, the primacy of program-

ming and the necessity of careful engineering de-

sign both to insure local efficiency and to avoid interference with regional plans for the develop-

ment of ITFS. 2. In some instances, outside funding orone-time appropriations deferred from previous support of

broadcast ETV, provided the capital investmentfor

353 331

ITFS equipment with no concomitant local commit-

ment to long-range support of an instructional

television program.

D. A stereotype conception of instructional television, based on the traditional public broadcast image, has i hibited full development of the unique character-

istics of ITFS for experimentation with the medium

itself. In part, this fact may be overcome as systems become more familiar with the medium and are

able to concentrate more on creative application of

ITFS. 1. ITFS has been used primarily for the distribution

of existing or traditional program materials. 2. With some exceptions, ITFS distribution has been

limited to traditional classrooms. 3. Again with exceptions, ITFS distribution has been

limited to instructional materials, with very little application of the medium in the solution

of-administrative problems. E. The educational community has developed no effective

organization to support the. systematic development

of ITFS. There is no comprehensive vehicle for expansion of ITFS through the exchange of information among potential-and present users, through the devel-

opment of criteria for ITFS systems design, through

3&O 332

communication among in-school educators and admin-

istrators, educational broadcasters, the FCC and producers of equipment: With the exception of some well-organized local and regional groups, and inter-

est groups such as the diocesan school systems, educators involved in ITFS are working in isolation,. to the detriment of loca? systems as well as to the

national development of ITFS in concert with other aspects of educational telecommunications.

F. The FCC, as the agency directly responsible for ITFS,

has not fulfilled its responsibility 'to foster the expanded use of the radio frequency spectrum to the

public interest, convenience, and necessity." 1. The Committee for the Full Development of ITFS,

established by the Commission in 1965, is an in-

effective organ for communication between the Com- mission and education. The Committee, composed primarily of educational broadcasters and administrators, has no legal authority, dubious respons-

ibilities, no financial support, no staff, and an inefficient organizational structure. Furthermore,

the opinion of the Committee or its members has not been sought on several issues of concern to

the development of ITFS. Many specific recommenda-

tions from the Committee have not been implemented.

361 333

2. In processing applicationsand correspondence not from educationalinterests the Commission has acknowledged constraintsof time and budget that affect local institutionsand systems. Delays in processing applications causesevere problems to

applicants at the local level.

3. Lack of coordination amongFCC staff members and representatives of the educationalcommunity

cause confusion .andmisinformation regarding the

status of ITFS, ofindividual ITFS systems andof

applications fromnon-instructional users of the 2500-2690 MHz band.

4, The Commission hasrestrained local initiative by placing restrictions onexperimentation with innovative applications ofITFS at the local level.

5. To date the Commissionhas not conducted the three-year review of theuse by education of the 2500-2690 MHz band which wasstipulated in the

original rule making onDocket 14744 in 1963. Without such a review theCommission cannot address

itself to the regularizationof ITFS which is pre-

rgquisite to systematicdevelopment of this portion

of the radio spectrum.

362 RECOMMENDATIONS

with the development of ITFS . That agencies concerned consider non-traditionalorganizational patterns to facilitate the systematicgrowth of 2500 MHz tele-

vision On a regionalbasis. Organizational possibil-

ities include cooperativeagreements among school dis-

tricts, co-institutionalarrangements such as the

college-level relationshipsdescribed, pooling of channel allocations in acommunity educational television consortium such asthat now beginning in

Cleveland, and communitycoordination of all levels

of telecommunication,including non-educational groups, with a consortium ofinterests, instructional and non- instructional, sharing the2500-2690 MHz band.

3314

f 335

II. That the responsibility for the dissemination of inform-

ation about ITFS and-for coordination of the development of ITFS, be placed with an agency outside of the FCC.

The present Committee for the Full Development of ITFS is severely restricted in its activities by its struc-

ture, its established purpose and its relationship with

the federal agency. The systematic development of ITFS, the incorporation with ITFS systems of sophisticated

engineering techniques, and the application of ITFS in

the solution of the real needs of education require

forceful, knowledgeable and effective leadership.

364 336

That the FCC consider specificchanges in its policies relating to ITFS: A. That the Committee for the FullDevelopment of ITFS, if it is to be retained, bere-organized, funded and extended authority and status as anadvisory body,

that it be composed of representativesof all groups interested in the development of the2500-2690 MHz

band, and that its title be changed toincorporate the

full potential and the specific perspectiveof this

medium of communication. B..That the Commission adjust its proceduresin light of budgeting and planning realities inherent toeduca-

tion, particularly to public education.

C. That the Commission clarify theterminology regarding ITFS systems, stations and channels toeliminate

ambiguities and misinformation regarding the nature

and scope of individual systems and thequantitative

development of ITFS.

D. That the Commission avert inevitableproblems of interference and spectrum saturation beforethey

arise by: 1. Exercising its authority t' impose morestringent technical restrictions on ITFS facilities,to insure

power limitations, employmentof interference pre- vention techniques and other technicalstandards.

365 337

2. Reviewing applications from prospectiveITFS

licensees to determine their proposeddevelopment

of ITFS in reference to the best interestsof

the comiwinity to be served. While priorities such as those proposed by some members of the Committee

for the Full Development of ITFSare arbitrary

and unnecessarily restrictive, potentiallicensees,

without regard to academic classification,could

be required by the Commission to indicatehow they

will serve community over institutionalinterests. Restrictions such as those placedon public broad-

casting applications could be extended toITFS applicants.

3.Requiring that applicants requesting extensionof construction permits show clear and definite evidence of forward movement towards operational status

and by revoking the permits for channels demonstrat-

ing no activity. Such action would facilitate regional and local planning by eliminating the spectre of large but impotent reservations which

hinder and frequently discourage potential development.

D. That the Commission undertake assoon as possible a thorough and honest review of education's present and

potential needs for the 2500-2690 MHz band. This re-

view should be the responsibility ofeducators rather

366 338

than broadcasters, and should include considerations

of programming and instructional significance in ad-

dition to technical considerations of spectrum util-

ization. E. That the Commission examine other portions of the

radio spectrum for the development both of instruction-

al television and of those industrial and commercial

operations which now occupy or covet the 2500 MHz band. F. That, if the development of other portions of the radio spectrum is being hindered by the lack of avail-

able transmitting and/or receiving equipment' within previously unused bands, the federal government sub- sidize the development of such hardware to encourage the systematic and coordinated development of all of the available spectrum by education and non-education

agencies.

367 BIBLIOGRAPHY

368 BIBLIOGRAPHY

Books

Benton, Charles W., et al. Television in urban education: Its implications to major educationalproblems in sixteen cities. New York: Praeger, 1969.

Breitenfeld, Frederick, Jr. Instructional Television: The state of the art. National Commission on In- structional Technology and the Academy forEduca- tional Development, 1968. Campion, Lee E., and Kelley, ClarieY., eds. A directory of closed-circuit televisioninstallations in American education with a patternof growth. Report prepared for the TechnologicalDevelopment Project of the National EducationAssociation. Studies in the Growth of InstructionalTechnology II. Occasional Paper No. 10. Washington, D.C.: Department of Audiovisual Instruction,National Education Association; 1963. Carnegie Commission on EducationalTelevision. Public television: A program for action. Report prepared by the Carnegie Commission onEducational Tele- vision. New York: Bantam Books,1967.

Chapman (Dave), Inc. Planning for schools with television design for educational television. Report prepared for the Educational FacilitiesLaboratory. New York: Educational Facilities Laboratory,1968.

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Cooper, Bernarr, Hilliard, Robertand Wigren, Harold, eds. Instructional Television Fixed Service:What it is... How to plan. Washington, D.C.: National Education Association, 1967.

3140

369 3141

Department of Audiovisual Instruction, National Education Association. A survey of instructional closed- circuit television, 1967. Washington, D.C. Department of Audiovisual Instruction, National Education Association, 1967.

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Holmes, Presley D., Jr. Television research in the teachink,- learning process. Detroit; Wayne State University, Division of Broadcasting, 1959.

370 342

Ingle, Henry T. Through cabl"e to Classroom: A guide to instructional television distribution systems. Washington, D.C.; Department of Audiovisual In- struction, National Education Association, 1967.

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Kessler, William J. Fundamentals 'cif television systems. Seminar on Learning and Television sponsored by the National Association of Educational Broad- casters, National Project for the Improvement of Televised Instruction, June 27-July 15, 1966. Washington, D.C.: National Association of Educa- tional Broadcasters, 1966.

. Instructional Television Fixed Service: An assessment of technical requirements. Washington, D.C.: National Education Association, 1967.

Koenig, Allan E., and Hill, Ruane B. The farther vision: Educational television today. Madison: University of Wisconsin Press, 1967.

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Lewis, Philip. Educational television guidebook. New York: McGraw-Hill, 1961.

McBride, Jack. The twenty elements of instructional television. Washington, D.C.: National Association of Educational Broadcasters, 1966. McBride, William, ed. Inquiry: Implications for televised instruction. Study prepared for the Division of Audiovisual Instructional Service and the Center for the Study of Instruction. Washington, D.C.: National Education Association, 1966.

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371 343

MacLean, Roderick. Television in education. Methuen, New Jersey: Barnes and Noble, 1968.

MacLennan Donald W., and Reid, J. Christopher. A Survey of. the literature of learning and attitude research in instructional television. Columbia: University of Missouri, Department of Speech, 1962.

Martin, John R. Studies in educational closed-circuit television. Cleveland, Ohio: Cast Institute of Technology, 1958. ED 014 213.

Moir, Guthrie. Teaching and television:' Educational television explained. New York: Pergamon Press, 19-6-7.

Noel, Elizabeth S., and Helmke, Guy M. Instructional television in California: A status report. Sacramento: California State Department of Education, 1968. ED 021 466.

Rafferty, Max. Instructional Television Fixed Service. Sacramento: California State Department of Educa- tion, Superintendent of Public Instruction, 1966.

Ragan, Dick. Oregon guidelines on 2500 megahertz: The Instructional Television Fixed Service. Salem, Oregon: Educational Coordinating Council, 1968.

4 Saettler, Paul. A history of instructional technology. New York: McGraw- Hill,' 1968.

Schramm, Wilbur, and Chu, Godwin C. Learning from television: What the research says. Washington, D.C.: National Association of Educational Broadcasters, 1968.

Schramm, Wilbur. The people look at television. Palo Alto: Stanford University Press, 1963.

Shepherd, John R., et al. A comparative analysis of production techniques found in randomly-selected commercial and educational television programs. Educational. Television Project, Preliminary Report No, 7. Eugene: Oregon University Institute for Community Studies, 1967. ED 022 360.

Technical rf:port on telecommunications. Redwood City, Cali- fornia: San Mateo County PACE Center, 1968. ED 023 300.

372 344

Television Advisory Committee, State of Califorcia. ExIst- ing facilities, future needs and a plan for develop-: ment. Sacramento: California.State Department of Education, 1966.

Toward a significant difference. Final Report of the National Project for the Improvement of Televised In- struction, 1965-1968. Washington, D.C.: National Association of Educational Broadcasters, 1968.

U.S. Department of Health, Education, and Welfare, Office of Education. The needs of education for television channel allocations. Report prepared by the National Association of Educational Broadcasters. Washington, D.C.: Government Printing Office, 1961.

U.S. Department of Health, Education, and Welfare. Educa- tional television: The next ten years. Washington, D.C.: Government Printing Office, 1965. Originally published by the Institute for Communication Re- search, Stanford University, Stanford, California, 1962.

Virginia State Department of Education. Instructional television: A utilization guide for teachers and administrators. Richmond, Virginia: Virginia State De- partment of Education, 1967.

Wade, Warren L. Television equipment, systems, facilities and personnel -- A guide for school administrators. Study prepared for the California public schools Instructional Television Committee. San Jose: Santa Clara County Office of Education. ED 020 670.

Witherspoun, John P., and Kessler, William J. Instructional television facilities: A planning guide. Washington, D.C.: Government Printing Office, 1969.

373 345

Federal Communications Commission References'

"Educational. Television." Information Bulletin No. 16-B, June 1966.

"Educational. Television." Information Bulletin No. 16-B, April 1968.

"FCC Proposes New Auxiliary Service to Promote ETV." Public Notice, FCC-23340, Report No. 4296, July 26, 1962.

"FCC Establishes Committee for the Full Development of Instructional Television Fixed Service." Public Notice FCC 65-907, Report No. 73205, October 6, 1965. "Application for New Instructional Television Fixed Station at Cleveland, Ohio, Granted by the FCC." Broad- cast Action, Report No. 8006, Marc b 24, 1969.

"St. Louis, Missouri, Police Department Authorized to Use Channel in 2500 MHz Band." Non-Broadcast and General Action, Report No. 3916, December 1, 1969. Attachments: Dissenting statements by Commissioner Nicholas Johnson and Commissioner H. Rex Lee. "Recommendations of ITFS Committees to be Sought on Instruc- tional TV Fixed Applications." Public Notice FCC- 94474, January 16, 1967. "Introduction to Instructional TV Fixed Service." FCC Bulletin, FCC-65629, March 29, 1965. "Instructional TV Fixed Service Established." Public Notice FCC-38858, July 25, 1963,

Docket No. 14744. "In the Matter of amendment of Parts 2 and 4 of the Commission rules and regulations to establish a new class of educational television service for the transmission of instructional and cultural material to multiple receiving locations on channels in the 1990-2110 Mc/s or 2500-2690 Mc/s frequency band."

374 ..-

346

Notice of Proposed Rule Making, FCC 62-868. Adopted July 25, 1962.

Report and Order, FCC 63-722. Adopted July 25, 1963.

Docket No. 15181. "In the matter of amendment of Section 4.902 of the rules governing Instructional Tele- vision Fixed Stations to assign alternate channels to stations operating in the same area instead of every sixth channel."

Notice of Proposed Rule Making, FCC 63-883. Adopted October 3, 1963.

Report and Order, FCC 64-446. Adopted May 20, 1964. Docket No. 16453. "In the matter of amendment of the Com- mission's rules and application form concerning the Instructional TV Fixed Service (Section 74.902 and FCC Form 330-P)."

Notice of Proposed Rule Making, FCC 66-130. Adopted February 9, 1966.

Report and Order, FCC 66-608. Adopted July 13, 1966. Docket No. 15201. "In the matter of amendment of Part 73 of the Commission's rules governing TV broadcast stations to authorize the use of airborne television transmitters."

Notice of Proposed Rule Making, FCC 63-974. Adopted October 28, 1963.

Report and Order, FCC 65-588. Adopted July 30, 1965. Docket No. 18346. "In the matter of amendment of Part 74, Subpart I of the Commission rules and regulations governing Instructional Television. Fixed Service to provide for the licensing of ITFS response stations in the band 2686-2690 MHz."

Notice of Proposed Rule Making, FCC 68-998. Adopted October 2, 1968.

First Report and Order, FCC 69-568;Adopted Mty 21, 1969.

Further Notice of Proposed Rule Making, FCC 69-5.69. Adopted May 21, 1969.

Second Report and Order, FCC 70-265. Adopted March 11, 1970.

"91,1,11.,71t 375 347.

Official Report of Proceedings of. the National Committee, for the Full Development of ITFS. Washington, D.C., February 8, 1965. (Mimeographed.)

Official Report of Proceedings of the National Committee for the Full Development of ITFS. Washington, D.C., November 4, 1965. (Mimeographed.)

Official Report of Proceedings of the National Committee for the Full Development of ITFS. Washington, D.C., March 15, 1966. (Mimeographed.)

Official Report of Proceedings of the National Committee for the Full Development of ITFS. Washington, D.C., January 10, 1967. OMimeographed,)

Official Report of Proceedings of the National Committee for the Full Development of ITFS. Washington, 'D.C., March 5, 196-88. (Mimeographed.) Official Report of Proceedings of the National Committee for the Full Development of ITFS. Washington, D.C., March 20, 1969. (Mimeographed.) Official Report of Proceedings of the National Committee for the Full Development of ITFS. San Francisco, +California, February 27, 1970. (Mimeographed.)

376 348

Articles and Periodicals

Barrington, H. "Survey of instructional television re- searches." Educational Resources, VIII(November 1965), 24.

Beever, Jack. "Path surveys for 2500 Mc ITV." View (April, 1966).

Breitenfeld, Frederick, Jr. "Helping hand in educational television: Where to go when youwant help in setting up your school's televisionsystem." American School BoardJournal,CLV (September, 1965"), 34.

Bre le, John F.X., Jr. "2500 MHz ETV systems," Broadcast Engineering, II (September,1966).

Buffington, Charlie, ed. "Planning a 2500 Mc ETV System." Broadcast Management Engineering,II (April, 1966).

Cobun, Ted C. "How to train teachers forETV." Nation's Schools, LXXVI (October, 1965), 60.

Culkin,..john M. "Educatiordl television: First tenyears." Catholic Education, XXXIII(September, 1962), 100. "Educational television: A bibliography." Catholic Education, XXXIII(October, 1962), 186. "ETV (and Catholic education): Zoomin or fade out." America, CVI (November 11,1961), 174. Catholic . "ETV stations for the asking." Property Administrator, XXVII(December, 1963), 28. "A new kind of television." Catholic Education, XXXVI (January, 1966),136. "Revolution in communications.!' Catholic Educa- tion, XXXIII (January,1963), 466; (February, 1963), 549. "Television in the service ofeducation." National Catholic EducationAssociation Bulletin, LV (May, 1960), 24.

377 349

Culkin, John M. "Television in the teaching apostolate." National Catholic Education Association Bulletin, LVIII (February, 1962), 24.

Dempsey, Michael J. "CompuIer-television equipment in teaching training; Teachers in the Diocese of Brooklyn." Catholic School. Journal, LXVIII (May, 1968), 15.

. "The promise of microwave ETV." 'Catholic School Journal, XVI (January- 1966), 19.

Dirr, PeterJ., and Kramer, Gaetana M. "So you want to use instructional television!"Educational Tele- vision Internatj.onal, II, No.4 (January, 196gT:

320. .

"ETV/ITV: Tool or toy?" Broadcast Management Engineering, IV (November, 1968), 40. Fillyaw, M. "ITV in the Diocese of Miami." Catholic School Journal, LXVII (May, 1967), 31.

Fink, Allan. "Pasadena, enters the 2500 MHz television field." Audiovisual Instruction, XII (November, 1967), 926. 4 Fischer, E. "Television can ease pressure on parochial schools." Ave, XCVII (June 8,1963), 9.

Flaherty, D. "What price ETV? An analysis of equipment costs." America, CVIII (April 13, 1963), 491. "Giant steps in diocesan educational television: Archdio- cese of Boston, WIHS-TV." Catholic Market, II (January, 1963), 3.

Greenhill, L.P. "Programmed instruction and instructional television." Educational Screen and Audiovisual. Guide, XLVI (Junes- 1967), 24.

Gryde, S.K. "Feasibility of programmed television instruction." Audiovisual Communication Review, XIV (Spring, 1966), 71.

Hayman, J.L., Jr., and Johnson, J.T. "Research of the context of instructional television." School Life, XLV (April, 1963), 8.

378 350 Hewitt, C.A. "Educational technology and the church." Christian Century, LXXXV (December 25, 1968), 1621.

Hickey, William. "Umbrella TV agreement scores Cleveland a 'firstl." Cleveland Plain Dealer, June 28, 1968.

Hilliard, Robert L. "The college aids the high school through television." High School Journal, XLI, No. 5 (May, 1958), 206.

"New- directions in educational broadcasting." 'Audiovisual instruction, XI (January, 1966), 13. "Houston school district gets nation's largest two-channel ETV network." Communications 'News (February, 1966).

"Instructional television fixed service (2500 Mc/s)." 'Audiovisual Instruction, XI (June-July, 1966), 444.

Lapin, Stanley P. "Instructional television systems-- A prither." View (December, 1965).

"New channels for classroom television." Audiovisual Instruction, VIII, No. 6 (June, 1963), 410.

Lawrence, George. "Microwave E$V: System planning and installation." Electronics World, LXXVII, No. 5 (May, 1967), 36.

Lee, Robert E. "Diocesan ETV: 2500 Megacycle." National Catholic Education Association Bulletin, LXII (August, 1965), 340.

Levy, Dalton. "Operational ETV on 2 Km/c." Edueational Screen and Audiovisual. Guide. Adler Electronics reprint.

"What an ETV manager can do for your schOol." Nation's Schools, LXXVI (November, 1965), 74. Lewis, Philip. "Where 2500 megacycle TV fits into school programs." Nation's Schools, LXXVI (August, 1966).

Luddy, Edward N. "Technical aspects of 2500. MHz TV." View; III (February-March; 1967), 28.

379 351

McNulty, J.A. "American hierarchy views educational broadcasting in the U.S." National Catholic Education Association Bulletin, LVIII (February, 1962), B.

"Milwaukee ITV is on the-air." Catholic School Journal, LXVIII (October, 1968), 29.

Mussio, J.K. "Television in Catholic education." National Catholic Education AssociationBulletin, LVIII (February, 1962), 15.

Myles, J. "New instructional televisionsystem goes to work: Boston archdiocese." Electronics World, LXXX (August, 1968), 45.

"NCEA to provide educational televisionaid to diocese." Catholic Messenger, LXXXII (July 1, 1964),1.

"New television facilities help teach off-campusengin- eers." Stanford Engineering News, LXVIII (May, 1969).

Norris, R.C. "Texas educationa] microwave project." School Life, XLV (January, 1963),11.

O'Connor, J. "School televisioncan brighten your financial picture." Catholic Property Administrator, 4XXVI (April, 1962), 40.

O'Keefe, J. "How the New York Archdiocesegearr,d for ITV." Catholic Education, XXXVII (January,1967), 120.

Perrin, Edwin M., ed. '!Points to consider in evaluating the merits of embarking intoinstructional television." Educational Equipment and Materials (Fall 1965).

Pirsein, Robert W. "New Trier instructional television;A continuing growth.'!.Illinois Journal of Education, LX, No. 4 (April, 1969), 31.

Plude, Frarces. "A new channel for education." Catholic School Journal,LXIV (January, 1964), 72.

St. Clair, Byron W. "2500 Mcs instructional television." Television and Communications. EMCEE reprint.

380 352

Samaha, J. "A glance at ITFS." Catholic Educational Review, LXVI (April, 1968), 251.

Shanks, Robert E. "Instructional television requires changing school design at Anaheim." CTA Journal, LXIII (October, 1967), 26.

Shayon, R.L. "What's at stake: FCC-CATV struggle over integrating cable into over-the-air programs transmission." Sq.turday Review, LII (June 21, 1969), 30.

"Spread of educational television: UNESCO survey." America, CV (July 22, 1961), 537.

Stasheff, E. "Television: An effective arm for the teacher." National Catholic Education Association Bulletin, LX (August, 1963),316-.

Stonesifer, Richard J. "The separation needed between ETV and ITV." Audiovisual Communication Review LIV (Winter, 1966) -

"Television to the rescue." America, CVII (June 30, 1962), 433.

Twitty, R.L. "Pioneering ETV at microwave frequencies." Arn6rican School Board Journal, XL (December, 1965), 151.

Tyler, I. Keith. "Using ITFS for acculturation in a minority group school." Educational Broadcasting Review, III, No. 5 (October, 1969), 30.

Wagner, J. "Television committee: NCEA to promote diocesan closed circuit channels." Catholic Education, XXXV (September, 1964), 6.

Weinberg, Philip. "Microwave ETV; A new dimension." School Board Journal (September, 1966), 23.

. "Multi-channel microwave." Educational Screen and Audiovisual Guide, XLV (May, ID667-,--23.

Wigren, Harold E. "The process of change in educational television." Perspectives 'in Educational Change. Edited by Richard I. Miller. New. York; Appleton- Century-Crofts, 1967. 353

Wilcox, Jon. "Instructional television for Brooklyn." Varian Associates Magazine (September, 1965).

"Varian installs instructional television system in Houston." Varian Associates Magazine (March, 1966). Williams, Nina, et al. "Instructional television -- Broward County, Florida," Educational/Instructional Broadcasting, II, No. 3 (March 22, 1969), 19.

Witt, P.W.F. "Television in education: Conference report." School and Society, LC (November 17, 1962), 408.

Wittich, Walter. "What ETV research has taught." Nation's Schools, LXXVI (October, 1965), 45.

"Workshop trains religious to operate 2500 - -band TV: RCA Institute." Catholic School Journal., LXIV (October, 1964), 63.

382 3514

Unpublished Materials

Association for Continuing Education, Stanford Univers- ity, Palo Alto, California. Catalog, 1969.

Boecklen, Warran A., et al. "A computer study for the allocation of channels and the placement of transmitters fog 2500 MHz fixed-station service in a metropolitan area container many eligible applicants for licensing." Report prepared for the Cooperating Schools A-V Corp- oration of St. Louis County. North Circle Project, Phase B. (Mimeographed). Cooper, Bernarr, and Halligan, William J. "ESEA Title V: Professional improvement." Project report. New York State Department of Education, Division of Educational. Communications, Bureau of Mass Communications, 1969. (Mimeographed). "A factual approach to 2500 MC." Camden, New Jersey: Radio Corporation of America, Educational Tele- vision. (Mimeographed).

Galuska, Edward. "A Florida educational television rebroadcast network." New Rochelle, New York: Adler Electronics, Inc. February 15, 1960, (Mimeographed).

Halligan, William J. "Micro-Link...Your guide to better ETV." Copicigue, New York: Varian Associates, 1965. (Mimeographed). Hull, Richard B. "Report of two depth seminars on current status, continuous census, and projected uses of television in education for the next decade." North Central Association of Colleges and Second- ary Schools, Subcommittee on Television, December 1965.

Interdiocesan Television Association. Incorporation notice. (Typewritten).

Erk.1 355

Joint Council on Educational Telecommunication. Petition to deny, submitted to the Federal Communications Commission In Re the application of Dow Chemical Financial Corporation for authority to construct and operate a new industrial security television facility in the 2500-2690 MHz band in the Manu- facturers' (Operational Fixed) Radio Service. (Typewritten.)

Lapin, Stanley. "Proposed educational uses of the 2,000 Mc band." Remarks delivered at the 38th Annual. Convention of the National Association of Educa- tional. Broadcasters, Philadelphia, Pennsylvania, October 24, 1962. (Mimeographed). Includes comments not printed in the edited transcropt of the proceedings of this conference.

Lee, Robert E. Remarks delivered at demonstration.of the 2,000 MHz facility at Plainedge, New York, June 1962. (Typewritten). Letter, Calvin L. Jones, Associate Director, Audiovisual Education Department, Cooperating Schools of the St. Louis Suburban area, February 10, 1970.

Letter, George E. Krutilek, Technical. Director, The As- sociation for Graduate Education and Research of Northern Texas, March 6, 1970.

McPherson, David L. "Planning guide for 2500 megacycle instructional television service." Copiague, New York: Varian Associates, 1964. ED 017 137.

Mikes, Donald F. "The development of Instructional Tele- Fixed Service." Unpublished M.A. paper, University of Maryland, April 22, 1969.

Morris, Albert J. Letter to Commissioner H. Rex Lee, March 10, 1970. National Committee for the Full Development of Instructional Television Fixed Service, 3ubcommittee on Prior- ities. Statement on priorities submitted to Com- missioner Robert E. Lee, June 1969. (Typewritten). Norwood, Frank. Statement on recommended research, submitted by the Ad Hoc Subcommittee on Priorities of the National Committee for the Full Development of ITFS to Commissioner Robert E. Lee, June 1969 (Typewritten).

384 356

O'Shea, Very Reverend Monsignor. "Interdiocesan television: Programing for quality." Report of the initial meeting of the Interdiocesan Television Associates, 1967. (Typewritten).

Templeton, Lawrence W. "ITFS channel allocations." Remarks deliveredat the West Cost ITFS Assess- ment Conference on ITFS Allocations, San Fran- cisco, California, May 4-6, 1967. (Typewritten).

The Association for Graduate Education and Research of Northern Texas. Catalog. 1969. Promotional literature distributed by various manufacturers of ITFS equipment including Adler Electronics, Litton Industries, Chester Electronics, Micro- Link Varian Associates, EMCEE and Radio Corpora- tion of America. Various dates, 1963-1970.

385 INTERVIEWS

Name, Title, Address Date

Raymond T. Bedwell, Jr. August 17, 1969 Marquette University 625 North 15th Street, Room 201 Milwaukee, Wisconsin 53233

John F.X. Browne, Jr. August 25, 1969 Telecommunications Consultant

2820 West Maple Road . Troy, Michigan 48084

Jules Cohen December 30, 1969 Engeineering Consultant 1145 19th Street N.W. Washington, D.C. 20036

Fred Cohen April 3, 1970 Special Consultant Office of Commissioner H. Rex Lee Feder.-,:l Communications Commission 1919 !4 Street N.W. Washington, D.C. 20554

Dr. Bernar Cooper August 27, 1969 Chief, Bureau of. Mass Communications State Education Department Albany, New York 12224

Reverend Michael J. Dempsey July 31, 1969 Assistant Superintendent of Schools Archdiocese of Brooklyn 345 Adams Street Brooklyn, New York 11201

James Durst April 10, 1970 Chief, Miscellaneous Services Branch Federal Cat'unications Commission 1919 M Street N.W. Washington, D.C. 20554

357 358

Name, Title,. Address Date

Right Revereld Walter L. Flaherty August 3, 1969 Radio-Television Director Archdiocese of Boston 25 Granby Street Boston, MassachusettS 02215

Dr. Lawrence T. Frymire August 17, 1969 College of Liberal Arts and Sciences Department of Speech and Theatre University of Illinois at Chicago Circle Chicago, Illinois 60680

Edward Galuska August.1, 1969 Electrical Engineer Chester Electronic Laboratories Chester, Connecticut 06412

Raymond W. Graf August 27, 1969 Bureau of Mass Communication State Education Department Albany, New York 12224

Dr. Robert L. Hilliard January 28, 1970 Chief Educational Broadcasting Bureau Feder0_ Communications Commission 1919 M Street N.W. Washington, D.C. 20554

Norman Hosler August 28, 1969 Central High School District No. 2 H. Frank Carey High School 230 Poppy Avenue Franklin Square, New York 11010

Professor Roy J. Johnston August 5, 1969 Northeastern University 360 Huntington Avenue Boston, Massachusetts 0a115

Commissioner Robert E. Lee December 29, 1969 Federal Communications Commission 1919 M Street N.W. Washington, D.C. 20554

Big 359

Name, Title, Address 'Date

Dalton Levy July 31, 1969 Plainedge Union Free School Distrct #18 Plainedge High School Wyngate Drive North Massapequa, New York 11761

Donald F. Mikes December 29, 1969 National Education Association 1201 16th Street N.W. Washington,- D.C. 20036

Frank Norwood December 30, 1969 Executive Secretary April 3, 1970 Joint Council on Educational Telecommunication 1126 16th Street N.W. .Washington, D.C. 20036

Mcivor Parker January2,1970 Supervisory Engineer (Retired) Rules and Standards Division Broadcast Bureau Federal Communications Commission 1919 M,Street N.W. Washington, D.C. 20554

Dr. Dorothy F. Patterson August25,1969 Program Director Division of Instructional and Educational Research Department of Educational Broadcasting Detroit Public Schools 9345 Lawton Avenue Detroit, Michigan 48206

Dr. Robert W. Pirsein August18,1969 Instructional Television ;Coordinator New Trier Township 385 Winnetka Avenue Winnetka, 60093 Mrs. Frances M. Plude August 5, 1969 Executive Director Catholic Television Center 25 Granby Street Boston, Massachusetts 02215

388 360

Name, Title Address 'Date

Richard Ragan August 13, 1969 WQLN-TV Waterford Pike Erie, Pennsylvania 16509

Anthony Reda August 25, 1969 Archdiocese of Detroit KRX-65 3800 Puritan Detroit, Michigan 48238

Samuel Saady December 24, 1969 Television Allocations Division March 27, 1970 Broadcast Bureau April 10, 1970 Federal Communications Commission 1919 M Street N.W. Washington, D.C. 20554

Warren Savold April 3, 1970 Television Allocations Division April 10, 1970 Broadcast Bureau April 13, 1970 Federal Communications Commission 1919 M Street N.W. Washington, D.C. 20554

Monsignor Ralph Schmit August 19, 1969 Director of. Radio and Television Prchdiocese of Milwaukee 3800 North 92nd Street Milwaukee, Wisconsin 53200

Mi3S Dorothy Elizabeth Smith August 28, 1969 Communications Director Union Free School District No. 10 of the Town of North Hempstead 200 Emory Road Mineola, New York 11501

Dr. Allan Stephenson August 14, 1969 VIVIZ-TV 4300 Brook Park Road Cleveland, Ohio 44134

389 361

Name, Title, Address Date

Mrs. Ethel Tincher August25,1969 Division of Instructional and Educational Research Department of Educational Broadcasting Detroit Public Schools 9345 Lawton Avenue Detroit, Michigan 48206

Dr. James Tintera August26,1969 Director, Center for Instructional Technology Wayne State University 70 West Palmer Detroit, Michigan 48202

Dr. Ben Wallace August28,1969 Superintendent of Schools Union Free School District No. lo of the Town of North Hempstead 200 Emory Read Mineola, New York 11501

Dr. Phillip Weinberg August20,1969 Jobst Hall Bradley University Peoria, Illinois 61606

Mr. Larry White July 25, 1969 National Association of Educational Broadcasters 1346 Connecticut Avenue N.W. Washington, D.C. 20036

Warren Wightman August 25, 1969 Rochester Board of Education Department of Instructional Materials 1801 East Main Street Rochester, New York 14609

Dr. Harold Wigren April 9, 1970 Educational Television Consultant 1201 16th Street N.W. Washington, D.C. 20036

390 APPENDIX

391 Appendix A

Original Frequency Assignments -Docket No. 14744 Adopted July 25,1963

Group A Group_B Group. C Band Limit ChannelBand Limit Channel Band LimitChannel No. MHz No. MHz No. MHz C-1 2512-2518 A-1 2500-2506 B-1 2506 -2512 2548-2554 A-2 2536-2542 B-2 2542-2548 C-2 2584-2590 A-3 2572-2578 B-3 2578-2584 C-3 2620-2626. A-4 2608-2614 B-4 2614-2620 C-4

C - -5 2656-2662 A-5 2644-2650 B-5 2650-2656

2680-2686

Group D Group E Group F

Channel Band Limit Channel Band LimitChannelBand Limit MHz No. MHz No. MHz No. 2530-2536 D-1 2518-2524 E-1 2524-2530 F-1 2566-2572 D-2 2554-2560 E-2 2560-2566 F-2 2602-2608 D-3 2590-2596 E-3 2596-2602 F-3 2638-2644 D-4 2626-2632 E-4, 2632-2638 F-4- F-5 2674-2680 D-5 2662-2668 E-5 2668-2674

363

392 Appendix B Group A Present Frequency Assignments Group B - Docket No. 15181 - Group C Adopted May 20, 1964 Group D Channel Band Limit A-1No. 2500-2506 MHz Channel Band LimitB-1No. 2506-2512 MHz Channel Band LimitNo.C-1 2548-2554 MHz Channel Band Limit D-1No. 2554-2560 MHz A-PL2 3 2524-253o2512-251e B-3B-2 2518-25242530-2536 C-2C-3 2560-25662572-2578 D-3D-2 2578-25842566-2572 A-4 Group E 2536-2542 B-4 Group F 2542-2548 C-4 Group G 2584-2590 D-4 Group H '2590-2596 Channel E-1No. 2596-2602Band Limit MHz Channel F-1No. Band2602 Limit -2608 MHz Channel G-1No. Band2644-2650 Limit MHz Channel H-1No. 1 Band2650-2656 Limit MHz E-4E-3E-2 2632262o-26262608-2614 -2638 F-4F-3F-2 2626-26322614-26202638-2644 G-4G-3G-2 268o-26862668-26742656-2662 HH-2 -3 2674-26802662-2668 Frequency Assignments for ResponseAppendix C Stations - Docket No. 18346 Channel Group A Frequency Channel Group B Frequency Adopted ChannelMarch Group C 11, 1970Frequency Channel Group D Frequency A-2A-1No. 2687.062512686.0625 MHz B-2B-1No. 2687-18752686.1875 MHz C-2C-1No. 2686.31252687.3125 MHz D-2D-1No.. 2687.43752686.4375 MHz A-4A-3. 2689.06252688.0625 B-4B-3 2689.18752688.1875 CC-3 -4 2689.31252688:3125 D-4D-3 2688.43752689.4375 Channel Grout, E Frequency Channel Group F Frequency Channel Group G Freauency Channel Freauency Group H E-2E-1 No. 2687.56252686.5625 MHz F-2F-1No. 2687.68752686.6875 MHz G-2'G-1No. 2687.81252686.8125 MHz H-2H-1No. 2687.93752686.9375 MHz ** Frequency 2689.9375E-4E-3 MHz is notin pairedreserve with to meetany ITFSunforeseen channel contingencies. and will tie held2689.56252688.5625 F-4F-3 2689.68752688.6875 G-4G-3 2689.81252688.8125 H-3 2689.93752688.9375 Appendix D. Private USers Authorized in the 2500-2690 MHz Band, GrantedDate Station Location April 1970No. of it LicenseeTurnpikePennsylvaniaCommonwealth Comm. of Mainten-HighwayServiceance Emission3000F9 Voice-channels,Useagephoneteletype,tele- circuits 1954 18 WestEastSo. toinPa. ICA, cnCD UnionCalifornia Oil of Petroleum' 3200F9 4000F9 dialvoice,Telemetering, telephone teletype 1955 12 ExtendsCo.from to Napa City of Local 4000F9 Voicefor company and control use 1956 3 KernL.ASeal Co.and Beach Phillips.LosPetroleum Angeles Co. Gov'tPetroleum 32005'9 Voicetioncircuits communica- 1958 3 Calif.Napa Co. Mobil Company Petroleum 3200F9 missionMultiplextelemeteringcontrol of trans-signalsvoice, and 1958 3 CountyLos Angeles ElGas Paso Company National Petroleum 4000F9 Voice,station telemetry, control 1963 10 .Rio ArribaCoconino,Cos,Sap JuanN.M. &Ariz.& Date No: of LicenseeDenver,City & County Colorado of FireService EmissionA5,2584-2570 (C-4)F3 CCTV for civil Useagepreventiondisturbance Granted Station1966 1 LocationDenver United Airlines Aviation 6000A5 FlightCCTVal information operation-service to 1967 4 Ohio,L.A.,Calif.land,Cleveland, Port- Ore. UALterminalTransmission air freight of 1968 2 PhiladelphiaLincoln, State of Nebraska EmergencySpecial 250F35750A5 relateddisacter,materialsaudioinformation and emergency forvideoriot flood, and Nebraska Textron, Inc. Nanufac-turers A5/F36000 Visualfororof remote mainsecurity monitoring entrance plants 1968 2 Lee Co.,Iowa Western Air Lines Aviation A5-F32650-26562662-2668 Operation video communic. of craft on airport air- 1969 1 SanCalifornia Francisco Appendix E

FCC Establishes Committee for Full Development of Instructional Television Fixed Service.,

Public Notice FCC-907, October ll, 1965

By the Commission: Commissioner Hyde absent.

On February 9, 1965, in Washington, D.C., the Commission held a meeting of experts from all areas of the country concerned with the Instructional. Television Fixed Service....One of the recommendations of the meeting related to the establishment of a national committee to work for the development of the I.T.P.S. A number of educators at the meeting indicated a desire to serve on such a committee.

The growth of 2500 me /s systems throughout the country, especially in urban areas, and the incipient shortage of channels in some areas because of uncoordinated planning suggest the need to establish national and regional groups of educators interested in the I.T.F.S. to achieve utilization of .hese channels, and to provide information both to the Commission and to education at large on the development of I.T.F.S.

Accordingly, the Commission is establishing a national Committee for Full Development of Instructional Television Fixed Service. Commissioner Robert E. Lee will serve as permanent chairman of the Committee. The Com- mittee will be composed wholly of representatives of State and local agencies, and educational, charitable, religious, civic, social welfare and other similar nonprofit organizations. Tt may invite industry representatives to attend its meetings. Membership in the national. Committee will be drawn from five divisions operating under the Committee: four regional divisions...and one division representing national organizations.

368

397 Appendix F

Present Members of Committee for

Full Development of ITFS

EXECUTIVE BOARD

*Dr. George E. Bair{Southern) Director of Television University of North Carolina Chapel Hill, North Carolina 27514

*Dr. Bernarr Cooper (Northeast) Chief, Bureau of Mass Communication State Education Department Albany, New York 122211 Reverend Michael J. Dempsey Assistant Superintendent ofSchools Diocesan School System 75 Green Avenue Brooklyn, New York 11238 *Mr. Man Fink (Western) Coordinator of Learning Materials Pasadena City Schoo].s 351 South Hudson Avenue Pasadena, California 91109 *Dr. Lawrence T. Frymire(Midwestern) Department of Speech and Theatre University of Illinois at ChicagoCircle Box 4348 Chicago, Illinois" 60680

Regional Chairmen

369

398 370

Mr. Robert Maul] Executive Director Instructional and Professional Services National Association of Educational Broadcasters 13116 Connecticut Avenue N.W. Washington, D.C. 20036 Dr. Harold Wigren ETV Consultant National Education Association 1201 16th Street N.W. Washington, D.C. 20036

NATIONAL COMMITTEE

4r. Emell Beech Assistant Director Educational Services Compton City Schools 6011 S. Tamarind Street Compton, California 90220

Dr. ,Clair W. Black Vice President Farleigh Dickinson University Rutherford, New York

Dr. Frederick Breitenfeld, Jr. Executive Director Maryland Center for Public Broadcasting Owings Mills, Maryland 21117

Mr. Ward B. Chamberlain, Jr. Vice President Corporation for Public Broadcasting 1345 Avenue of Americas New York, New York 10019

Mr. Nile D. Coon Lirector, Bureau ofInstru3tional Services State Department of Public Instruction Box 911 Harrisburg, Pennsylvania 17126

399 371

Mr. Robert P. Danilowicz General Manager, ETV Services Rhode Island Department of Education 600 Mt. Pleasant Avenue Providence, Rhode Island 02908

Dr. June Dilworth KCTS-TV University of Washington Seattle, Washington,98105 Mr. James Frehner Director of Instructional Television Mesquite Independent School District 405 East Davis Street Mesquite, Texas 751119

Mr. Robert C. Glazier General Manager, KETC 6996 Milt rook Road St. Louis, Missouri 63130 Mr. Hugh Green Director, State Telecommunications System 1100 West Michigan Street Indianapolis, Indiana 46202

Very Reverend Monsignor John J. Healy Coordinator for Instructional Television New York Archdiocese Communications Center Seminary Avenue Yonkers, New York 10704 Mr. Harold E. Hill Radio-Television Department University of Colorado Boulder, Colorado 80302

Reverend Leonard Hurley Director of Communications St. Peter's Rectory 313 Second Street S.E. Washington, D.C. 20003

.Mr. Harry A. Johnson Director of Educational Media Virginia State College Petersburg, Virginia

400 rnr,. 372

Mrs. Marion Lowry Coordinator, Instructional Television Center 6000 S.W. Nova Drive Fort Lauderdale, Florida ":)3314

Dr. Edward J. Meade, Jr. Program Officer for Public Education Ford Foundation 320 East 43rd Street New York, New York

Mr. Frank Norwood EXecutive Secretary Joint Council on Educational Telecommunication 1126 16th Street N.W. Washington, D.C. 20036 Mr. Charles Perry President, Florida International University System Tamiami Trail Miami, Florida 3314 Dr. Joseph Pettit Dean, School of Engineering Stanford University Palo Alto, California

Dr. Robert W. Pirsein ITV Coordinator New Trier Township 385 Winnetka Avenue Winnetka, Illinois 60093

Brother John Samaha, S.M. ITFS Coordinator Educational Television Center Archdiocese of San Francisco 1599 Hoover Avenue Burlingame, California 94010 Mr. Donald D. Severaid Director of Engineering Iowa Educational Broadcasting Network P.O. Box 1758 Des Moines, Iowa 373

Mr. Robert Lewis Shayon Annenberg School ofCommunications University of Pennsylvania. Philadelphia, Pennsylvania

Mr. William Smith Director Mississippi Authority for ETV P.O. Drawer 21170 Jackson, Mississippi 39205 Mr. Robert R. Suchy Director, Instructional Resources Milwaukee Public Schools 5525 West Vliet Street Milwaukee, Wisconsin 53208

Mr. Sidney Tickton Vice President Academy for Educational Development 111211 16th Street N.W. Washington, D.C. 20036

Dr. James B. Tintera Director Center for Instructional Technology Wayne State University 70 Palmer Street Detroit, Michigan 48202 Mr. Richard C. Walker Director, Television Services Delaware State College Dover, Delaware

402 Appendix G

FCC Applieatien Procedure

403 FCC APPLICATION PROCEDURE

The licensing of stations is not difficult but doe:: i.equire care and accuracy in the preparation of the application forms.Qualified engineering and legal help is recommended.The applicant should first obtain copies of FCC Form 330-P, "Application for Authority To Construct or Make Changes in an Instructional Television Fixed Station,"

Thiss a five-section application for a construction permit that mustbe formally approved by the FCC before a station can begin construction.The entire application is submitted in triplicate, with an extra copyof Sections I and V, which the FCC sends for comments and recommendations tothe appropriate subcommittee (in the applicant's locality or geographicalaria) of the national Committee for the Full Development of the Instructional Television Fixed Service. After the application is submitted to the Secretary of the Federal Communi- cations Commission (Washington, .D. C. 20554) and if it is completeand in conformity N./1th the rules, it is formally accepted for filing and assigned a Ella number.An application is not acted upon until 30 days following acceptance..(During this time it is subject to objecting petitions.) Processing of applications involves three major areas of examination and review: engineering, financial, and legal.The engineering examination ve...ifies calculations to determine if the application conforms to the technical requirements of the Commission's rules and includes study of the geometric patterns of the proposed stations and other existing or potential ITFS systems, as well as operational fixed systems in other serviceswhich share this band. The choice of channels is_also examined to ensure that it reflects the most efficient ITFS use. An accountant checks the financial qualifications, including adequacy of resources and matters such as discrepancies between estimatedand probable actual operating costs and total costs balanced against particular costs.The financial examination is particular17 concerned with verification of the source of funds; that is, whether or not the applicant has the necessary funds to construct and opezzLe the system or has been the authority to use the money, bonds, securities, or other financing cic.,scribecl in theapplication.

404 -page two- Attorneys determine whether the applicant is qualified under the Communications Act to become a licensee. They review technical and financial findings, check the corporate structure, and determine if there are any matters before theFCC that might affect the. applicant: When an application for a new station or for changes in an existing facility is approved, a Construction Permit (CF') is issued. The permittee has 60 days in which to begin construction and a period of six months thereafter for completion of the project.If the permittee finds that the station cannot be constructed in the specified time due to causes 'unforeseen at the tiine the application was filed, he may apply for an extension.- When construction of the facility is completed in accordance with the CP, the permittee may conduct equipment tests, following notification to the Commission. Application for the license may be submitted, accompanied by measurements of equipment performance.Following subMission of a satisfactory license application, the permittee may begin program testing without further authority from the FCC, provided that the engineer. in charge of the district in which the station is located and the FCC in WaShington are notifieci(by telegram) at least two days before the beginning of such operations.In effect, this permits the CP holder to begin regular station operation and programing, although the license itself is not granted until the license application receives final approval. Do not confuse the application for the con:;truction permit (the first step) with the application for the license (the final step), which permits the beginning of programing as outlined above.

405 Appendix H

FCC Form 330P (Revised)

"9.

406 CC Form 3:G Form Approved FOR COMMISSION USE ONLY :lc. 1966 Budget Bureau No. 52.P.136.2 File Nn, UNITED STATES OF AMORICA Name ond address of opplicant (See Instruction D) FEDERAL COMMUNiCATIONS COMMISSION

:ATIOtI FOR AUTHORITY TO CONSTRUCT 02 MAZE CHANGES INAN INSTRUCTIONAL TE LEYISION FIXED Name . STATION

Address INSTRUCTIONS 1Zip Code

, City State Il A. This forms to be used, only in opplying for authority to construct o nuw InstructionalTelevision Fixed station or to ache changes in an existing station. This form consists of this part, Section 1, and the following Send notices ond corarnenicotiens to the following -named person of the post sections: office oddress indicoted: Section II,Legol Qualifications of Applicant Section Finonciol Qualifications of Applicant Section IVStotemont of Program Service of Applicont Nome Section V,Engineering Dato

3. PREPARETHREE COPIES of this form and oll exhibits, and ONE ADDI- Address TIONAL CO'Y OF SECTIONS I and V anrelotcd exhibits. Sign one copy of Zip Code Section 1. FIn all of the above with the Federal Communinotions Commission,

' Worthington,D.C. 20554. The extra copy of Sections I and V will be forwardedCity_---- ____ State to the oppropriot* subcommittee of the Committee for the Full Development of the Instructiinol Television Fixed Service ond their comments ond recorn 1. Requested facilities for Instructional Television Fixed Station (Sec Instruction E) ' mendotions solicited.

__.., C. Number cxlribits seriolly in the space provided in the body of the knit and a. Channel No. (s): list cock exlnibit in the spec* provided en page 2 of this Section. Show dote of preparatioi of eoch exhibit, ontenna pattern, and mop. b.Principal area to be served: D. The none:f the opplicont stated heroin shall be the exact corporote nom*, (School District or other descriptive location.) if o co:paratan; if an unincorporated association, the exact name of the association;if o governmental epubtic eclucotional agency, the moot name of such opt):y. The applicant crest notify the Commission of ony change of c.If this opplicotion is for fa...ver thon four channels, will cpplicationloter oddness. be made for additional channels, ond if so, when is it onticipoted that such opplicotion will be filed?

E. A singlec1splication should be used for more than one channel if the Ited trensnsitters are to bo lccoted of a common antenno site. T; iittarshaving different transmitting antenna locations must be filed 2.If outhority to make chonges in on existing station or authorizotion is on SEPARATE applicotions. requested: a. File no. and call of outhorizotion: Infcnratior. called for by this oppllca'iea which is olready an filo with the Commission noed not be raffled rn this opplication provided (1) the information is now on file in another opplicction or FCC form filed by or b.Present facilities: cc behalf ofhis applicant; (2) the information is identified fully by ref- eronce to thefits number (if any), the FCC form number and the filing Channel N.o (s) data cf the amplicatien or other form containing the information and the c.Principal area served: pogo or p.rognap', referred to, and (3) of:er making the reference, the opplicant states:"No change since dote of filing." Any such reference will be considered tci incerporate into this opplication the opplicotion or other d.If this opplicotion is for changes in on existing authorization, complete form referredto in its entirety. Do not incerporote by reference any mote- riot which isnot to be open to the public. Section 1 and ony ether sections necessary to sheet all substantial changes in information filed with the Commission in prior applicotions or reports. In the space below check Sections submitted herewith ond G.This oppli:onion sholl be personolly signed by the opplicont, if the oppli- coo is on in:lividual; by one of the pertners, if the opplicont is a partner- os to Sections not submitted herewith refer to the prior opplicotion or report contoining the requested information in,occordonce with Instruct ship; by on oNicer, if the applicant is a corpOtotion; by a member ',ha is on officer, if theapplftont is cn unincorperoted association; by such duly lion F. elected or oppointed officials os moy,ba competent to do so under the laws Section No. Fora. No. Reference (file or Form No. and dote) of the opplicrole jurisdiction, if the opplicont is on eligible government entity; or bytho applicant's ottorney in case of the applicont's physicol 0 Section ll E3Section III Oisability orof his absence from the United Stoics. The attorney shall, in the event hosigns for trio applicant, separately sat forth the reason why the Li Section I V opplicotion isc not signed by the applicant.In oddition, if any matter is Li Section V stoted on thebosis of the olterney's belief only (rothor than his knowledge), in shellceycirately set forth his reasons for believing shot such stotemoents 3. Have there bean ony substontiol changes in the infonnotion incurporoted one true. in this applicotion by reference in this paregr ,oh? Yes No 4.Before fili13 out this opplicotion, the opplicont should ferniliorize himself If "Yes," submit as Exhibit No. full porticulors. with the Coomertications Act of 1934, os amended, Parts 1, 2,17 and 74 of the Ca:amission's Rules end RegulaCons. Is this application filed for the purpose of impeding, obstructing or delay- ing determination cn ony other opplicotion with which it may be in I. BE SURELi. A:ECM:IRV INFORVATION IS FUR:VI SIIED AND ALL conflict? Yes No P NAM! PIS ARE FULLY 4 NS:i'ERED. IF ANY PORTIONS OF TIIF: 1 ^A Ti(),,,, ARE NOT APPLICIIII.E, SPECIF ICA LLY SO STIFF. If "Yes," detail full porticulors: OR INCO..1PLETE A PPLICA T1ONS '4.4Y lIE RETURAED lTBOUTC2vsmElitl,T10.Y.

._ . . . 407

. . .. - FCC Form330P Section I, Pogo 2

THEAPPLICANThereby waives coy claim to the use of coy perticula frequency or of the ether as against thereguletcry power of the United States becauseof theprevious use of the same, whether by license or otherwise, end requests an authorization in accordancewith this epplication. (Ste Section 301 of theCommunicationsAct of 192 -i).

' THEAPPLICANTrep resents that this application is not filed for the purpose of impeding, obstructing, or delayingdetermination on any other application viith whichit maybe in conflict.

THEAPPLICANTocknowledges that all the statements node in this application and attached exhibits era consideredmo:crial reprosentations, and that all theexhibitsare a .zat eri 1 pmthtroof and are inccrporated herein as if sat out in full in the application. CERTIFICATION

1certify thatthe statements in this application are true, complete, rind correct to the best of my knowledge andbelief, and ore mode in good faith.

Signedmrd datedthis. day of ,19

(NAME GF APPLtCAttT)

By WILLFUL FALSE STATEMENTS MADE OH THIS FORM (SIGNATURE) ARE PUNISHABLE BY FINE AND IMPRISONMENT.

U.S. CODE, TITLE 18, SECTION 1001. Talc IF applicant is represented by !ego; and/ or engineering counsel, state name(s) and post office address(es): iff1. 3ITS furnished as requir;:d by this form: L.,...ribil No. Section and Pero. Name of officer or employee (1) by whom or (2) under Official title No. of Form whose direction exhibit was prepared (show which)

..."

. . .

1 ) . 408 -,T--,.w .err , r'C Er,n 330P FEDERAL COMMUNICATIONS COMSISSION Section II, Pa,.. I ---. "Some of Applicaht Fos COMMISSION USE ONLY LEGAL C.ildALIFICATIONS it OF APPLICANT .-- HIS No. . INSTRUCTIONS

,b,s used in this Section, the words "Forty to this epplicoticn" moon: (1) in the case of o corporate opplicent with outstanding stock, oil officers,directors, stockholders of record, persons owning the beneficial interest in cry stock, subscribers to ony stork, cad poisons who votod cny of the voting stock otthe iist stockholders meeting; (2) in the case of city ether applicant ' which is not a gavernmontol or public educational orocncy, all executive officers, members of the Governing board; ond owners or subscribers to ony membership or ownership interest in the applicant; (3) in the case of on applicant whichis a governmental or public educotionol ogency, the crowbars of th governing board and chief executive officers thereof.

-- . 1. Describe clearly and in detail the chorocter and legal noturo of the applicant (a corporation, unincorporated legal entity, or oiblic body; a publicor private cducotional institution; a State, county, city or other political subdivision, o board of education, school boord or district, board of regents or trustces, or other department or unit of o stole or one of its political subdivisions; a nonprofit corporation or unincorporated ossociation formed for the purpose of ePorati rig o nancoancerciol educationol bsoodcasting siction) including the Stole, District, Territory or Possession under the laws of which the epplicent is organized.

2. o. State whaler applicont is o nonprofit educationalinstitution. Yes0 No II

b. If the opplicent is a nenprofit educational argonizotion, doscribc in Exhibit No. how the proposed station will ha used for the advanco ment of an educational program. This dies rot apply if applicant is opplying for chorine in focilitios.

3. Submit os Exhibit No. three copies, one of which must be properly certified to

(a) If applicant is a corporation, the. wicks of incorporation (cr charter) and the bylaws (with amendments to both, if ony), certified by the Secretory of Stele or other oppropricto official. (b) If opplicent is en unincorporated associction, or other legal entity, the orticles of associotion or other !octal instrument under which epplicont is organized showing the purposes thme.of, end the bylaws, if any (with amendments to bath, if any). (e) If opplicent is o public educotienel institutidn, the lows (rnd amendments thereof) under which it wos crootcd with en opproptiote citation as to rho source thereof. (q) If the applicant is o political subdivision, or o board, department or unit thereof, the laws (ond omendmcnts !borers° ander which said subdivision,

r hacrd, department Cr unit uses crooted with en approoriete citation os to tics source thereof. 4.(miicato specifically by reference to page cod parnycoh of the articles of incorponotion or of associotion, or of the political subdivision,thechorter powers relied upon by the cppliecnt to show that it is logolly empowered to construct end operate the proposed stotion.

5. Are all parties to this opplicotief; citizens of the United Stales? YesIll No 1:1 If "No," state the name end citizenship of each party who is not o citizen of the United Steles.

6. Is United' Stratus citizenship of cry party to this ppplicutkn claimed by reosan of naturolizotion? Yes No II If "Yes," state the nomciof such party, the date end place of i ssuence of finol ccrtificoto of noturolitation,certificotc number, ond nome and location of the court authorizing issuance of some.

. . 7. Is United Stoles citizenship of any porty to this opplicotien cloimed by reason of noturolizotion of a parent? YesII No 0 If "Yes," state the name of such potty, the norno of the parent to ',diem the final certificate wos issued,the age of the party to this applicotion of the time the certificate wos issued, cud any odditienal facts relied on to establish citizenship. .

8, 0, Is applicont or any party to this epplication o representative of on olien or of a foreign Government? . YesII No II

b.If opplicent is a corporation, is more than 20 percent of the copitol stock owned of record or may it bevoted by aliens or their representatives, or by a foreign government or a representative thereof, or by ony corporation organized under the laws ofo foreign country? YesIll No II

c,If cp.plicant is a corporation ond is controlled by another corporation or corporotions, is morn then 25percent of the capital stock of such controlling coy.7.ation or corporations owned of record or may it bo vetch bv aliens, their representotivos, or by anycorporation organized under the lows of a foreign country? YesII No El

d, If the answer to cny of the fer.s;oing Faris of this porogroFh is "Yes," submit os Exhibit No. a full disclosure concerning the persons end matters involved.

'''t .'.Has the opplicent or cry partyto this application been fully adi,dgrid guilty by o Federal court of unlawfullysronoFolizing or attempting unlawfully to monopolise radio communications, direct:), or indirectly, throng!, the control of the manufacture or soleof !radio oFperatus, through exclusive traffic orregewents, cr by cny other means, or to have been using unfair methods of competition? (SeaSection 313 of the Communications Act of 1934, os amended) YesEl No In b. if "Yes," submit os Exhibit No, o full disclosure concerning the persons and matters involved, identifying the court and the proceedings (by dotes ond file nestbcrs) stating tho'foct iv:ion which the proceeding was hosed or the nature of the offense committed, cnd the disposition of thematter...... 403 G Donn 330P LEGAL QUALIFICATIC.IS Section II, Pogo 2

is applicant directly or indirectly controlled by another legal entity? 'YesC3 tto If "yes ", state below the name of such oihor logal entity, and stole how such control, if cny, exists and tho extent thereof.

.Give the following information as to applicant's officers, crowbars of governing board, end holders of 1% or more ownership interest

(if any). .

llama and Residence Office Held Citizenship Principal Profossion By whom appointor.' or Occupation or elected 0

. .

In uctional Television Fixed sfatian applicants which are nonprofit organizations rather than governmental bodiesor educationolinstitutions submit as Exhibit No. evidence that officers, directors, and members of the governing boardare broadly representative of the educational, cultural, and civic groups in the community. This does not apply if opplicantis applying for change in facilities.

410 ... . Section II, Pa3e 3 _:C Form 33W' LEGAL QUALI FICATIONS y, Tho Commission is sco'xinj in this paragraph infer:notion os to centractsand arrangements now in existence, as well os any arrangements cr ne2,otiations, w:itt::: or oral, which toloto to the present or future ownership, control or operation of the station; the questions mustbe answered in the light of this instruction.

-,pplicont's control ever the station is to be by reason of: (Indicate by chock mark) _

0,,,:tership Loose Other Authority

h. Name cad address of tho mynar of the station (if ether then the opplicont)

C. ';Jill t. o typhoon' have end maintain obeolute control of the stai:on, its equipment,end operation, including complete so-,....avision of the prosrams to be broadcast? a Yosis No If "No," explain.

d. Are there cry documents, instruments, controcts or understandings relating to ownership, use cr control of the ctaticn or facilities, or onyrisht

Yes la,__,,

If "Yes," ottoch as Exhibit No. throe copies of all such documents, instruments or controcts and stoto the substance of oral contracts or understandings. of said governing body. W. a.If the execution of this application was duly authorized by o governing body, give data cod place of the meeting

b. Submit as Exhibit No. three copies, ono of which must be certified, of the resolution showing: (i) a quorum of weathers having cutharity to cot was present, (ii) tho resolution wos voted favorably by the members required, (iii) the officer executingtho application was authorized to do so.

15. Doss opplicont or any party to this application have now, or has applicant or ony such partyhad, ony interest in, orconnection with, the following:

a. Any standard, FM, or television broadcast station? Yos No

b. Any application pending before the Commission? Yes No 0

Any broadcast station tho license or C.P. of which hos been revoked? Yes No

If the answer to ony of the foregoing ports of this parogroph is "Yes," show particulars in the tablebelow:

(i) Nemo of party (2) Nature of intcrost or (3) Noma of other applicant or (4) FCC Filo Number kcving such interost connection (giving dotes) call letters of station

. 411 ,.. .`r^tY ...... _... :.N.1 330P FEDERAL COMMUNICATIONS COMMISSION Section III, Page 1 . .. Name of Applicant FOR COMISSION USE ONLY FINANCIAL QUALIFICATIONS ...... _OF APPLICANT

, File No.

INSTRUCTIONS

:r. ths questions th 4 follow, the Commission is seeking information as to contracts and crrengements now in existence, as well as any arrangements .r ne.getietions; written or oral, which relate to the present or future financing of the stetion; the quosticns must be answered in the light ofthis ;:lstcucticn.

... . ,,..Giva estimeted costs for installationof facilities and equipment for whichapplication is made. The costs shown for the following must be the :,fists in place end ready far service, includingthe amounts for labor, supervision,materials, supplies, end freight. To the extent that all or port :i tho items below are covered by a contractor contracts containing a single quatution,the details of such contract or contracts shell be stood in lieu of the esti:cotes called for below; but,In any event, the cost figures mustreFosent costs in place cod reedy for service.

Transmitter(s) proper Transmitting Antennasystem(s), including Receiving and distribution including tubes tower, couplingequipment, system(s) transmissionline

$ $

::!IFtion costs Installation costs Installation costs

$ Labor $ Labor S .revision $ Supervision $ Supervision $ Acts & Materials & Materials t.. ..pli..:1 $ supplies $ supplies $

..:.ht $ Freight Freight $

Acquiring lend Other items Studio technical equipment, microphones, Acquiring, Constructing . i (state nature) t traoscription equipment, cameras, etc. or Modifying buildings

$ $ $

..j.lation costs . :r' $ ,:vision $ Aels & ..,:plies $ :,,Ilt $ . .

:I Cast

. . Estimated cost of operation for first year $

. . . . . Stoto the basis of the ostimotos in (la.) above. t.1 .

The proposed construction is to..be financed and paid far in the following runner (including specified statements as to the approXimate amount to be mot ...-4 paid for from each source). The financial plan should provide for any additional construction costs sliculd the actual cost exceed the original

ttimeted cost. . . Existing capital Now capitol Laces from banksor others Stele, County, Municipal appropriations

, Donations Credit, deferred payments, etc. Other sources (specify)

. . . .

. .

. . .

...... Awe Forms 330P FrtIANCIAL QUALIFICATIONS Section III, Page

Id. Provide fall information os to the sources of funds for the first year's operation of the proposed station, including the following:

Sourco On hand Anti cipat;:rci Total

(1)State, County, Municipal appropriations

(2) Selma's, colleges, or universities

(specify) ...... -- ...... - ... . . - --...... - ...... _ .... -- ..... -

(4) Civic Groups

(5)Individual donations (6) Projoct Income (production services ond contracts, tuition, study guides, nonbroodcast activities, etc.)

(7) Other ( specify) .-...- ...... -...... -

TOTAL.

2. With respect to the funds referred to in QueStion 1(c) and 1(d) a.cve, furnish information s rowing the availability of such funds, including:

for governmentally appropriated funds, the dote, amount, appropriating body, and object of the appropriation; with ony restrictions thereon;

b. for other than governmentally appropriated funds or Federal grants, subMit as Exhibit No. adatailed bolonce shoot of cppliccnt, showing financial position os of the gloso of a month within co days of the date of application.If the status and composition cf cry assets and liobilitios on the bolcoce shoot ore not clearly defined by 'Voir rospective titles, oitcch os Exhibit No. schodulos ..vhi-..;:. givo a comploto analysis of such items;

c. for,all applicants, attach as Exhibit No. a copy of the cpplicon's current annual budget, insofar as it rolatos to oxisting broadcasting operation(s).

3. Furnish the following information with rospect to the non governmental applicant only. IFthe answer is "Nona" to any or all items, specifically so state:

o. Amount of funds on deposit in bank cc other depository

b. Nemo ond address of the bank in which deposited

a. Noma and address of the party in whose name the money is deposited

d. Conditions of deposit (in trust, savings, subject to check, on time deposit, who moy draw cn account ond for what purpose,' or other condition)

. . . e. Whether the funds wc:0 deposited for the specific purpose of constructing and op'erating the station

413 ..

_.--%fin .3.30P FEDERAL COMMUNICATIONS COMMISSION Section Iv, Page 1 Nomc of epplicont FOR COMMISSION USE ONLY ,..-4.TATEMENT OF PROGRAM SERVICE OF APPLICANT Filo No.

. :.tch as Exhibit No, thc applicant's purpose and objective in establishing the proposcd station end a statement of proposcd program policies.If :ficont already hos such inforicticn on file, indicote filc number and detail chenges, if cny.

_-- . ::ch as Exi.tha No, a proposed weekly schedule of programtogethcr with o brief description of programs not rcco.:-nzahlc by their titles.(It is :texpceted that thc licensee will or con odhcre inflexibly in day-todoy operation to the rcp:cscntotion made hero. However, since such representation II constitute, in port, the basis upon which the Commission acts on the opplicetion, time cnd cure should be dcvotcd to the preparation of thereply so :I it will reflect occuictely the appliccnt's rcsnonsibilc judgment of his proposed programming policy.)If applicant alrcedy hos such information on filo, .tisatc filc number and detail changes, if cny.

,IITE:The following are examples of Progrent doto: Sourccs of progroms ore dcfincd os follows: A local'program (L) is cny program originoted or produced by the station, =Playing live talent more thorn 50% of thc time, and using the studiosor .:er facilities of the station. A local program recorded or filmed by the station for late: transmission sholl bc classified os local. A program producedby a; :::lion and fed to a network shall be classified by the originating station as local. Programs primarily featuring phonogrcph records, syndicated o; feature :ss or tcpcd or transcribed programs, shall not bc clossificd os local even though a station personality oppcers incidentally to introduce such matcrial. A record program (REC) (Radio only) is cny program, not foiling within the definition of "focal" above, which utilizes phonograph records, clot- ::.cl transcriptions or topcd music, with or ,eithout commentary by o local announcer, or other station peraannel. A network prog:am (N) is cny program furnished to the station by o nctwork (national, rcgional or special) such os NET, NAEB Radio Tcpc Network, ::stern Edusotioncl Network, Educotioncl Rodio Network, etc. Othcr Programs (OTHER) ure cny programs not dcfincd above, including, without limitction, syndicatcd film, toped or transcribed programs, cnd ::: ure films.

-.. Types of educational progrctns arc Mined os follows: ...... Instructional (I) includes all progrcms designed to bc utilized by cny level of educational institution in thc regular instructional program of the ution. Inscool, in- service for teachers, and college credit courses ore cxcmples of instructional progrcs.nt 'th', Aenerol Educational (GEN) is on cducationcl program for which no formal credit is given. Performing Arts (A) is o progrcm, live or recorded, in which the performing aspect predominates such os drama or concert, operator dance. Public Affairs (PA) includcs folks, discussions, speeches, dacumcntcries, editorials, forums, panels, round tobles, cnd similar prograns pri- ,eay concerning local, notional, and international offcirs or problcms. Light Enterthinment (LE)in:ludcs progrcms consisting of popular music or other light entcrtainment. Other (0) includcs cll progrcins not falling within the definitions of Instructional, Cortaro! Education, Performing Arts, Public Affairs or Light :-.tertcinment. Such programs os news oc sports should be reported as "other." 'ill the applicant transmitany program which will promote any activity other then education in which the applicant or any perty to the application is engo;cd or financially interested, whether directly or indirectly? Yes III No li "Yes," submit os Exhibit No. o list of such programs together with comments showing thc relationship of the progro:ns to the applicant's other interests.

% Attach os Exhibit No. o description of focilitics, staff, and equipment cyclic:3We to the oppliccnt For his development cnd production of program motcrial. Include hcrc such items os, for example, studio facilities; services Subscribed to and libraries of progrcrn material mcintoined; cameras, tope recerdeh-s, mimic cquiPcnt, etc.; staff personncl uscd in program Produat4.0m.If applicant already hos such informction on file, indicotc file number cnd detail changes, if any. . .

% ',sill the proposcd station be affiliated with any network(s)? /Yes g No If "Ycs," give the name of thc network(s).

"ATE: The NET, NAEB Radio Tope Network, Educational Radio Network, and the Eastern Educational Network era examples of cducationcf networks.. (-)

. . . .

4 :1.1 *;;Forin 330P FEDERAL COMMUNICATIONS COMISSION - Section V - Pogo 1

l'i RING DATA NAME OF APPLICANT FOR COMMISSION USE ONLY . LieNo, -----

1. Purpose of authorization applied for: (Ind cote by check mork.) --- E2 (o) Construct a now station (b) t,ledify on existing outhorizotion to change:

. 1.Transmitter type or modificotion 5.Transmitter location 2.Transmitting Antenna type, goin or directivity U] 6.Frequency ossignmcnt 3.Transmitting Antenna height or location 7. Operating power 4.Transmitter control method 8. Other (describe below)

File number and call of authorization to be modified;

Note:In applications for chonges in existing authorizotions, only the following items pertinent to the proposed changes need to be completed. -- 2.Facilities remcsted: Note: Use o seperoto column for coch transmitter locoted of the site specified in Item 3 below.Include only tronsmitters hoving o

common cntenno site in this opplication. A seporcto applicotion is required for cod, different transmitter location. . T5 T3 ;) Transmitter T1 T2 T4 (for .nodificotion of Identification No. existing facilities only)

dChennel No. y

1 Station Purpose 2/

d Signal Source y (For relay stotion only

d Transmitter 1/ ke end Model No. I transmitter 5./ Rated Output Power i) Proposed Trans- 6/ mittcr Operoting 4 Output Power .,) Transmitting y Antc..ma Make and Model No.

1 Tronsinitting Antenna Type d Transmitting 9 / Antenno Moxinium " Lobe Goin (DB) r)Transmitting 10/ Antenna Overoll height above ground (FT)

I) Polori zotion -12/ of Rodictcd Signal . 1/ Use channel designatorshown in Rules for particular freq..cncy 1xtr 3 limit proposed, such as A-1 A-2, A-3, etc.(See Rule 74.902)

aj Specify either "Originoting" or "Relay." , r' 2.1 When stotion is.to be used as a "Relay" stotion, indicate source of signoi.e., other instructionol TV fixed stotion, educationol or commerciol TV stotion, or other doss of stollen, by entering toll or file number and location of station to be relayed. 4_/ Use obbrnviction of manufacturer's acme with modal designation. 5._/Specify output power (peak visual) in wotts as rated by otenufocturer. . ySpecify proposed operating output power (peck visual). opplicotion proposing operating output power greoter that IC wotts (peck visual) must be accompanied by tpecicl showing required by Se,..ion 74,935(b) of the Rules. 7 / Use abbreviation of manufacturer's tame with model designation. JStote bosic type using gcr-erol descriptive terms, such as 6-ft. perohelo, corner reflector, helix, etc. 9_,/State rrieximum power grain (DB) in horizOntol plena with respect to isotropic rodictor. 10/Specify proposed ovcroll height of aitenno crave ground level in feet. ly Specify polarization' of r'adiated signal, such cs horizent :I, vcrticol, leh or right-hand circul or,. etc. a) Fos ecch one of the above-listed transmittersboon type acceptedby the FCC for this service? Yes No

If answer is "No," ottach, os ExhibitNo. ,a emote:0 :hawing of transmitter detoils, including technical specifiaotions and schematic diagram.If this informationis presently on file withthe FCC by the manufacturer, omit such information from applidotian and check here D. 4 177 -; Form 3;10P Section \' Page 2 .

!'ropo...1:*a transmitter location:

--- .

s)State 1County City --- Address or other description of location Ceographicol coordinctes of tronsmitting ontcnno(s) to the nearest second:

' North Lotitude West Longitude

0 1 c o i n ....__-- ,y)Will the proposed transmitting antenna supporting structure be shared with another instructionol televisio r fixed station or station of any other classification? DYes E3No If answer is "Yes," list the coil sign and cla ssificotion of each such station.

(c)Attach, as Exhibit No. ,o map or mops of oppropriatescale and detail (preferobly U.S. Geologicol Survey Topogrephie Quadrangles) for the proposed area to be served by the tronsmitter(s) and showdrown thereon the Following: (I) Stole of miles. (2) Direction of true north. (3) Outline of principal school district or other oreo intendedto be served by proposed system. (4) Locution oi prupu,e).1 ;ro.w.....::;i . '3 3i1,-., cetur;:cly F...!;:tttd. (5) Location of all known radio stations (except ornatcui),such as AM, FM, TV, instructional TV fixed, operational fixed, police, tire, ee.rotieuricai, etc., end known cornmorciol or government receivingsites, locoted within ICCO feet of the proposed site. (6) Locotion of coch receiving locotion intended to be servedby eoch tronsmiEWlisted in Item 2 above. Eoch receiving location intended to be served should be identified by on individual symbol,such us RI, R2, etc. By means of o separate sheet, further identify the designated receiving sites by nomo of school or building, oddness,and ozinruth ond air line distonce from the transmitter locution. Note: Where the receiving sites for the proposed systemare so widely separoted geogrophicolly that to show :hem on the same or several maps weuld result in on unwieldly and voluminous exhibit,it will Inc occeptable in lieu thereof to furnish o reduced composite exhibit consistinL of a sketch drown opproximorely to sco!e showingthe ozimuthol and distance relationships between the transmitting ond receiving sites, In eny event, the transmitter site shall be shownplotted on o map os described in Item 3(c) above,

(d)Attach, as Exhibit No. to , 0 mopor sketch, drown to scale, showing the boundaries of cll local end county public and private school districts in and adjoining the area to be served, endthe location or locations of the proposed transmitters. Since it is the purpose of the required imps or sketches enly to show the geometric configurotionof the proposed ITFS system and the potter!) of school districts in which seperote ITFS sys- tiss cloy be needed, they should not be cluttered with unnocessory&toils. (loin roods moy be shown for the purpose of relating the simple mop or ztch with mops showing more detail. Mojor topogrophicfeotures which affect the choice of transmitting sites, or would serve to contain potential interference, should be indicoted.

(e) (1)Attach, os Exhibits No...) to!_ , separate vertical plan views of the ontenno instolletian of the tronsmitting end eoch receiving location proposed,showingthe ground elevation of thesite above mean seer level, thehoight above ground of any building or other man -etude structure on which the ontenno(s) will be mounted, giving separateverticol dimensions for the building or other existing structure which !nay be used, and the entire height obove ground of the tower or most proposedto be erected to support the entenno(s). Indicate :hereon the overall height above ground far coch ontznno. Each sketch shall be prepored on cm 8x 10!5 inch sheet. The reference numbers used °bow., such os Ti, 12, RI, R2, etc., should be used to identify the various tronsmittina_clnd receivinglocations. (2)Wit.'-: eoch verficoi plan view for the transmitting antenna(s),ossociate o separate 3 x 1035 inch sheet containing a paler dicgrern of the horizontal relotive FIELD pattern ond indicoto thereon the directionof true north with respect to the proposed ontenno erientotion. Also label the paler dicgrom of the oppropriote point with the maximum horizontalrodiotion lobe power gein expressed in db with respect to on isatrepic rodiotor. NOTE: In the event it is proposed to intentienolly rodiotepower in directions ather than toword the obove.described receiving locotions, o complete i statement sholl be furnished os to the purposeof such odditicnol rodiation.

1.1. Reinert): COntrel operation: Will eny transmitter listed obove br operated by remotecontrol? 0Yes 0Na If the answer is "Yei," end this applicatiOn is for outborityto construct 0 new station, or to employ remote control for the first time for on euthorized station, attach an Exhibit, No. identifyingcpplicable tronsmitters and furnish o full description os to the manner of compliance with Section 74.933 of the Rules. _5.Unattended operation: ,__ . Will any transmitter listed above be operated as cn unattendedautomatic relay? Yes No, If the answer is "Yes," and this application is for outhorityto construct a new automatic relay station,or to make charges in en cuthorized automatic relay stotiors which will for the first time be operated unattended,attach an. Exhibit, No. , identifyingapplicable transmitters and furnish o full description as to the warner of compliance with Section74.934 of :be Rules. 6. The Federal Aviation Ageti=zjt (FAA), pursuant to Part 77 of the Fedora{ Aviction RegulaMons, requires notification of certain construction or alternation of ontenno structures. Antenna structures which do not exceed on overall height of 20 feet obove. ground, end antenna structures increasing by 20 feet or les:: the height of existing mcomodo structures, other then existing antenna structures, do not require notificotion. Accordingly, applicant's deter. minotion as to whether filing of Form FAA-117 with the FAA is necessary for the proposed construction of either transmitting or receiving antenna

structures shall be noted by ch'ecking itio appropriate stolen-nit below: . riotificction to.the FAA is nut required for the constructiea proposed herein. otificction to the FAA for the construction proposed herein was mode cn Form FAA-117 on

. .1 certify that I represent the applicant in the capacity indicated below and that I hove examined the foregoing statement of technical information' and that it is true to the best of my knowledge and belief,

1 .

. . Date Signature (check appropriate box below) Technical Director Chief Operator Registered Professional Engineer 0Consulting Engineer 413 * U. S. GOVERNMENT PRINTING OFFICE: 1967 0 - 246:4781 Appendix I

Survey: Questionnaire and Cover Letter February 15, 1970 FRANCIS R. BIRMINGHAM, JR. 7603 RIVERDALE ROAD NEW CARROLLTON, MARYLAND 20784 February 15, 1970

MEMORANDUM TO: Administrator, Instructional Television Fixed Service FROM: Francis R. Birmingham, Jr., Principal Investigator RE: National survey of ITFS systems

When, in 1963, the Federal Communications Commission reserved the 2500 MHz band for Instructional Television Fixed Service, it was agreed that, before the reservation was "regularized," a survey would be taken to determine the utilization by education of the new system. Such a survey has never been instigated.

In 1970 we face a critical conflict. Education, on the one hand, des- perately needs the economy, flexibility and instructional potential of ITFS; since 1963 creative educators have developed innovative and viable applications of this powerful instructional tool. Industry, on the other hand, is demanding access to the 2500 MHz band. Within the past month the FCC has approved the licensing as an industrial user of the St. Louis Police Department. Applications are pending from other industrial users, including the nighty Dow Chemical Company. In light of this conflict the present survey, in which your cooperation is needed, attempts to document and evaluate the uses to which ITFS is being put. This national survey, of which I am principal investigator, 'is being conducted under the auspices of the Center for Educational Technology, Catholic University of America (Dr. Gabriel Ofiesh, Director) and the Maryland Center for Public Broadcasting (Dr. Frederick J. Breit- enfeld, ExecUtive Director). It is my conviction that both the quantity and the quality of currently operating facilities, as well as the futur- istic plans of present and potential users, justify the continued reservation of these channels. I may be wrong. But the documentation is not available.

I am sending the enclosed questionnaire to you to obtain vital factual information. While I hesitate to impose on you in this way, there is no other source of information. On the enclosed form I have: filled in the limited information I was able to obtain from FCC files; I am asking that you take five minutes to check the accuracy of the information I have, provided and to fill in the remainder of the questionnaire.

As you can well imagine, I must'have 100% return on the questionnaire in order to portray adequately,and accurately the start of the art. Since the information obtained. from the survey will, I hope, affect the decisions of the FCC on currently pending applications, I am eager to tabulate the results immediately. Please take time today or tomorrow to answer these questions regarding your own 2500 MHz operation. I am enclosing a self-addressed stamped envelope for your return. If you have any additional comments or rele- e':,-vant information, I would be most grateful if you would send it along to me. I hope to receive your response by FEBRUARY 28, 1970. Thank you very much for your cooperation. 418 y 41a r SURVEY ON THE UTILIZATION OF INSTRUCTIONAL TELEVISION FIXED SERVICE

. Name of school system or institution

Name of person responsible for ITFS 3. Title of person responsible for ITFS

4. Staff. Please indicate the number OT full or part-time staff members in each of the following position categories. If there is no one in a position, please indicate by placing a "0" in the blank.

Full-time Part-time Position

Curriculum specialist. (If you do not have a staff person please indicate in the space below the sources of your curriculum inputs.) Television teachers Producer-director

Engineer

Television technicians Graphics specialists

Clerical

Student assistants

Total full-time staff

Total part-time staff

5. Equipment Please indicate the quantity of each type of equipment.

Transmitters. Manufacturer: Down converters. Manufacturer: Antenna. Manufacturer: Image orthicon cameras. Color? Vidicon cameras. Color? Plumicon cameras. Color? Videotape recorders Kinescope recorders Film or slide chain 16mm projector Opaque projector Slide projector Talk-back system Mobile studio. Describe: Other. Specify:

Number of studios: Locations: Full-time Part-time Position Curriculum specialist. (If you do not have a staff person please indicate in the space below the sources of your curriculum inputs.) Television teachers

Producer-director

Engineer

Television technicians

Graphics specialists

Clerical

Student assistants

Total fula-time staff

Total part-time staff

5. Equipment. Please indicate the quantity of each type of equipment. Transmitters. Manufacturer: Down converters. Manufacturer: Antenna. Manufacturer: Image orthicon cameras. Color? Vidicon cameras. Color? Plumicon cameras. Color7 Videotape recorders Kinescope recorders Film or slide chain 16mm projector Opaque projector Slide projector Talk-back system Mobile studio. Describe: Other. Specify:

Number of studios: Locations:

7. Percentage of localprogramming: Under 10% 10%-25% 25%-50% 50%-75% 75% 4

8. Number of buildingsreceiving 2500 MHz signal: 9. Approximatenumber of classrooms equipped with TV receivers:

10. Approximatenumber of students using ITFS facility:

11. Approximatehours of scheduled programming per week:

12, Approximateradius of area covered by ITFS system: 420 421 13. Total number of instruction buildings receiving your signal:

14. Do institutbns outside your own system receive your signal? If so, what arrangements have they made with you?

15. Programming. Which of the following types of programming do you provi, via 2500 MHz television?Check all which apply.

Supplementary -- lessons presented once or twice. Direct teaching by TV -- major part of a course presented by the T1 teacher with some supplementary classroom work. Enrichment -- programs designed to capture outstanding local resout which are not available to the classroom. Total teaching -- entire course taught over TV with no assistance from the classroom teacher In-service teacher education Monitoring (e.g. study halls)

Testing . Film distribution Orientation Administrative announcements Off campus college courses for which students receive college credit pay tuition to the institution Industrial location courses for which students receive credit, em--.0. ployer pays tuition Religions training -- outside regular classes (e.g. CCD) Panels, interviews, etc. in which students participate 16. Budget. Please answer both columns: Capital investment Source Operating expenses (estimated amount) (estimated amount) Federal government State government Local government Community (non-government) Diocese or parishes College or university Other. Specify:

17. Do any of your buildings videotape programs for rebroadcast over CCTV or other distribution system?

18. Have you worked with programmed instruction and ITFS? Specify: 19. Are you using or do you plan to use EVR or Selectavision? lat 20. Are you experimenting with any educational or technological innovations with your ITFS system?__Expi4in bripflu Enrichment -- programs designed, to capture outstanding local resources which are not available to the classroom. Total teaching -- entire course taught over TV with no assistance from the classroom teacher ID-service teacher education Monitoring (e.g. study halls) Testirm Film distribution Orientation Administrative announcements Off campus college courses for which students receive college credit, pay tuition to the institution Industrial location courses for which students receive credit, em-.4. ployer pays tuition Religions training -- outside regular classes (e.g. CCD) Panels, interviews, etc. in which students participate 16. Budget. Please answer both columns: Capital investment Source Operating expenses (estimated amount) (estimated amount) Federal government State government Local government Community (non-government) Diocese or parishes College or university Other. Specify:

17. Do any of your buildings videotape programs for rebroadcast over CCTV or other distribution system?

18. Have you worked with programmed instruction and ITFS? Specify:

19. Are you using or do you plan to use EVR or Selectavision? 20. Are you experimenting with any educational or technological innovations with your ITFS system?Explain briefly. 21. What firm conducted your original engineering study?

Date Name of person answering form Title

Signature

422